Oregon Master of Public Health Program

Oregon Master of Public Health Program Self Study September 21, 2013

SELF-STUDY REPORT TABLE OF CONTENTS Glossary... ii Introduction... iii Criterion 1: The Public Health Program 1.1 Mission... 1 1.2 Evaluation... 9 Template 1.2.c MGO 14 1.3 Institutional Environment... 33 1.4 Organization & Administration... 44 1.5 Governance... 48 1.6 Fiscal Resources... 70 1.7 Faculty & Other Resources... 77 1.8 Diversity... 87 Criterion 2: Instructional Programs 2.1 Degree Offerings... 99 2.2 Program Length... 102 2.3 Public Health Core Knowledge... 104 2.4 Practical Skills... 107 2.5 Culminating Experience... 122 2.6 Required Competencies... 126 2.7 Assessment Procedures... 132 2.8 Bachelor s Degrees in Public Health... 143 2.9 Academic Degrees... 144 2.10 Doctoral Degrees... 145 2.11 Joint Degrees... 146 2.12 Distance Education or Executive Degree Programs... 150 Criterion 3: Creation, Application, and Advancement of Knowledge 3.1 Research... 156 3.2 Service... 168 3.3 Workforce Development... 178 Criterion 4: Faculty, Staff, and Students 4.1 Faculty Qualifications... 189 4.2 Faculty Policies and Procedures... 202 4.3 Student Recruitment and Admissions... 208 4.4 Advising and Career Counseling... 215 OREGON MASTER OF PUBLIC HEALTH PROGRAM i

Glossary OMPH Program Partner Universities: OHSU Oregon Health & Science University OSU Oregon State University PSU Portland State University OMPH Program Tracks: BIOS Biostatistics Track, Oregon State University ESH/EOHS Environmental & Occupational Health & Safety Track, (formerly Environment, Safety & Health), Oregon State University EPI/BIO Epidemiology & Biostatistics Track, Oregon Health & Science University EPI Epidemiology Track, Oregon State University HP (PSU) Health Promotion Track, Portland State University HP (OSU) or HPHB Health Promotion & Health Behavior Track, (formerly Health Promotion) Oregon State University HMP (PSU) Health Management & Policy Track, Portland State University HMP (OSU) Health Management & Policy Track, Oregon State University IH International Health Track, Oregon State University PHCHD Primary Health Care & Health Disparities Track, Oregon Health & Science University Degrees/Certificate: DVM Doctor of Veterinary Medicine GCPH Graduate Certificate in Public Health MD Doctor of Medicine MPH Master of Public Health MSW Master of Social Work MURP Master of Urban and Regional Planning OMPH Program Governance Committees DOC Deans Oversight Council CC Coordinating Council APC Academic Program Committee SLC Student Leadership Council EAC External Advisory Council AS Alumni Subcommittee WDS Workforce Development Subcommittee FES Field Experience Subcommittee DS Diversity Subcommittee Others: CDC CEPH HIA NIH PRC SOPHAS Centers for Disease Control and Prevention Council on Education for Public Health Health Impact Assessment National Institutes of Health Prevention Research Center Schools of Public Health Application Service OREGON MASTER OF PUBLIC HEALTH PROGRAM ii

Introduction In January 1994, the Oregon Master of Public Health Program -- a collaboration of Oregon Health & Science University (OHSU), Oregon State University (OSU), and Portland State University (PSU) -- was launched to provide a robust, multi-track, Master of Public Health (MPH) degree. Today, as one of the longest running accredited collaborative MPH programs, the Oregon MPH Program offers ten specialty tracks; hosts active, formal dual degree programs with medicine, social work, urban planning, and veterinary sciences; and sponsors a successful online Graduate Certificate in Public Health. Total enrollment in the Oregon MPH reached more than 400 in Fall 2012, 144 MPH degrees were awarded in AY2011-12, and the more than 1,260 Oregon MPH Program alumni now are leading public health and its transformation in the state and beyond. Graduates hold positions in public, private, and non-profit agencies and organizations, international NGOs, the military, and clinical practice. They also bring a public health lens to education, public planning, and natural resources. As the Oregon MPH Program enters its twentieth year, faculty, students, and staff face a significant transition. To better serve the changing needs of the state and region, in July 2014 the collaborative involving three universities will evolve into two separate entities. Specifically, OHSU and PSU will continue the Oregon MPH Program partnership while OSU will become an independent College of Public Health and Human Sciences. In preparation for this transition, the two partner universities are achieving milestones toward further seamlessness within the program. These include: 1. The Oregon MPH Program degree will, for the first time, become a true joint degree. Diplomas will bear both institutional seals, and students within the program will have full privileges and identities at each partner university. 2. As a function of this greater unification of the program, faculty will be jointly appointed with formalized institutional identities at both campuses. This will facilitate greater collaboration in committee memberships, faculty appointments, and program oversight. 3. OHSU President Joe Robertson and PSU President Wim Wiewel have identified collaborative public health education as one of the signature features of the OHSU-PSU Strategic Alliance. Institutional support for this initiative, led by the OHSU and PSU Provosts, brings together working groups supported by the highest levels of university governance. The goal of these strategic efforts is the transition of the Oregon MPH Program to a two-university collaborative School of Public Health, located in Portland. The pending transition to a two-campus collaborative program has bearing on the construction of this self-study. With the guidance of CEPH staff, the self-study captures program activities during this last accreditation period, and portrays the shape of the program to be accredited for the upcoming interval. In particular: Because they have been a part of the Oregon MPH Program structure and activities for the past accreditation interval, OSU information is provided within the general text in several sections (e.g., 1.1, 1.2, 1.5, 1.6, 2.1, 2.3), yet presented in shading to denote the shape of the program following their departure from the collaborative in 2014. In other criteria, including those that reflect the program in its new form (e.g., 1.7, 3.1-3.3, 4.1-4.3), OHSU and PSU data are presented within the text, and OSU data are presented in the resource files. This organization of data reflects the Oregon MPH Program both as it has been and as it will become. OREGON MASTER OF PUBLIC HEALTH PROGRAM iii

CRITERION 1.0: THE PUBLIC HEALTH PROGRAM 1.1 MISSION The program shall have a clearly formulated and publicly stated mission with supporting goals, objectives and values. 1.1.a A clear and concise mission statement for the school as a whole. The mission of the collaborative Oregon MPH Program is to provide innovative education, leadership, research, and service in public health throughout the state and beyond. The Oregon MPH Program is committed to providing students with a competency-based public health education that prepares tadvhem to discover and implement strategies with the diverse communities they serve, to achieve sustainable health for all and to eliminate health disparities. 1.1.b A statement of values that guides the program. The following set of value statements guide the Oregon MPH Program in fulfilling its mission: 1. Creating rich and relevant learning experiences for students and professionals at all stages of their public health careers. 2. Enhancing the general health, welfare, and safety of populations and communities. 3. Demonstrating excellence and integrity in all we do. 4. Integrating public health principles into health care policies and delivery systems. 5. Promoting sustainability as a critical part of public health practice. 6. Using an analytic, evidence-based approach in addressing health issues. 7. Enhancing cultural diversity and fostering an environment conducive to the recruitment, training, and success of diverse students and faculty. 8. Developing partnerships for learning, service, and research to meet communities' health needs. 9. Resolving and preventing conflicts of interest. 10. Encouraging active involvement of students in decisions related to design and delivery of the program. 1.1.c One or more goal statements for each major function through which the program intends to attain its mission, including at a minimum, instruction, research and service. Goals for the Oregon MPH Program are listed, below, for the four areas of leadership, education, research, and service. Each is mapped to the associated Program Learning Competencies (PLC), as indicated in brackets. Program Learning Competencies, in turn, are mapped both to Track Learning Competencies (TLC) and course competencies, as described in Criterion 2.6. Leadership Provide leadership and serve as a resource to our communities in addressing and communicating current and emerging public health problems and issues. [PLC #4] OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 1

Education Research Service Provide excellent education and professional preparation to all students in the substantive areas of public health, including epidemiology, biostatistics, social and behavioral sciences, health management and policy, and environmental health sciences. [PLC # 1-7] Serve the region by offering a range of specialized areas of public health including health promotion and health behavior, epidemiology, biostatistics, health management and policy, health disparities, environmental and occupational health and safety, and international health. [PLC #1-7] Provide community-based and experiential learning opportunities to develop skills and competencies required to be effective public health practitioners. [PLC #5-7] Provide educational information and modeling of ethical conduct of public health research and service activities. [PLC # 5] Provide educational information and experiential opportunities for the development of cultural competency in research and service activities. [PLC #6] Conduct, teach, and communicate collaborative research and scholarship among faculty, students, practitioners, and members of the community affiliated with the Oregon MPH Program. [PLC #1-2] Provide, enhance, or support service activities to meet the public health needs of urban and rural populations in cooperation with appropriate community professionals, organizations, and governmental agencies. [PLC #4-7] 1.1.d A set of measurable objectives with quantifiable indicators related to each goal statement as provided in Criterion 1.1.c. A set of measurable objectives and indicators, mapped to each of the Oregon MPH Program goals, is presented in Table 1.1.d below and Table 1.2.c in Criterion 1.2.c. Please note that several objectives related to equity and inclusion within the program have a procedural focus, per institutional policy. Table 1.1.d Oregon MPH Mission, Goals, and Objectives Education Goals Provide excellent education and professional preparation to all students in the substantive areas of public health, including epidemiology, biostatistics, social and behavioral sciences, health management and policy, and environmental health sciences. Objectives [1] 100% of the Oregon MPH Program Learning Competencies will be addressed across the five core courses [2] 100% of core courses will be equivalent across all like offerings, based upon course competencies, learning activities, and competency demonstrations. [3] Each year, aggregate student GPA in five core courses will exceed 3.0. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 2

Education Goals Serve the region by offering a range of specialized areas of public health including health promotion & health behavior, epidemiology, biostatistics, health management & policy, health disparities, environmental and occupational health & safety, and international health. Provide community-based or experiential learning opportunities to develop skills and competencies required to be effective public health practitioners Provide educational information and experiential opportunities for the development of cultural competency in research and service activities. Leadership Goal Provide leadership and serve as a resource to our communities in addressing and communicating current and emerging public health problems and issues. Objectives [4] 100% of tracks will assure currency of required track curricula every two years. [5] 100% alumni respondents will report preparedness to accomplish required track competencies. [6] 100% of students beginning the Field Experience will successfully complete it. [7] 100% of students will successfully complete the track Culminating Experience. [8] 100% of the Track Learning Competencies will be addressed in track-required curricula for each program track. [9] 100% of tracks will include required coursework and/or placement involving community-based or experiential learning opportunities for students. [10] Each year, 90% of students completing a field experience will report overall satisfaction with training received in the placement. [11] 100% of field experience students will demonstrate mastery of the public health competencies specified in their Track s Field Experience Minimum Standards. [12] Oregon MPH competency sets at each programmatic level (Program, each Track, each Field Experience, and Core Courses in breadth) will include at least one competency that addresses the ethical practice of public health. [13] 100% of alumni respondents will report they are well prepared to "employ ethical principles and behavior." [14] Oregon MPH competency sets at each programmatic level (Program, each Track, each Field Experience, and Core Courses in breadth) will include at least one competency that addresses cultural competence in public health. [15] 100% of Alumni respondents will report they are well prepared to "enact cultural competence and promote diversity in public health research and practice." Objectives [16] Annually graduate 100 MPH-prepared professionals. [17] 80% of new graduates are employed or continuing education within one year of graduation. [18] Each year, 80% of Oregon MPH core faculty will serve in leadership roles on state, regional, national, and international committees and boards working to improve the public s health. [19] Oregon MPH core faculty, in aggregate, will provide an average of 20 continuing education forums, events, or short courses per year. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 3

Leadership Goal Research Goal Conduct, teach, and communicate collaborative research and scholarship among faculty, students, practitioners, and members of the community affiliated with the Oregon MPH program. Service Goal Provide, enhance, or support service activities to meet the public health needs of urban and rural populations in cooperation with appropriate community professionals, organizations, and governmental agencies. Objectives [20] 50% of entering Graduate Certificate in Public Health students each academic year are from the existing public health workforce. [21] Graduate Certificate in Public Health students from the existing public health workforce will graduate at the same rate as other GCPH students. Objectives [22] At least 66% of core faculty research projects will demonstrate collaboration with government, community, organizational, or private groups. [23] At least 40% of students will participate in the annual Oregon MPH Student Symposium. [24] Each year, 15% of all students will participate in faculty research projects. [25] 100% of graduating students will demonstrate research competence appropriate to their areas of specialization. [26] Each year, 100% of core faculty will communicate scholarship to the public via presentations and/or publications. [27] 100% of alumni respondents will report preparedness to select and employ appropriate methods of design, analysis, and synthesis to address population-based health problems. [28] Each year, 50% of grants written by faculty will include student support. Objective [29] Maintain an External Advisory Council (EAC) board membership composed of not-for-profit, public, healthcare, and other community organizations throughout Oregon and Southwest Washington. [30] Each year, at least 50% of student respondents will report community service outside of their field experience or course-associated service-learning activities. [31] Each year, at least 50% of students will provide service to communities through community-engaged MPH coursework, outside of the field placement. [32] 80% of core faculty will provide service to community, public health, and other health-related organizations each academic year. [33] The program will sponsor or co-sponsor at least one public service event each academic year. [34] Oregon MPH Program will collaborate on or sponsor a continuing education needs assessment at least once every three years. [35] Oregon MPH core faculty, in aggregate, will provide an average of 20 continuing education forums, events, or short courses per year. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 4

Service Goal Diversity Goals Recruit and retain diverse faculty and staff. Recruit and retain historically underrepresented and historically underserved students. Ensure that diversity and cultural competence are incorporated into the curriculum. Foster an environment that is welcoming and inclusive toward faculty, staff, and students from all backgrounds and communities. Objective [36] The Oregon MPH Program will sponsor or cosponsor a continuing education seminar series that attracts at least 50 community/workforce members per year. [37] The Oregon MPH Program will support the Graduate Certificate in Public Health in recruiting and retaining at least 15 active students per year. [38] The Oregon MPH Program will support the NWCPHP in attaining at least 500 instances of Oregon public health workforce participation in the Hot Topic Webinars and online courses. Objective [39] 100% of faculty position announcements will be posted in resources geared toward, and with sites and organizations engaged with, underrepresented professionals. 2 [40] 100% of job announcements for faculty and staff will include language valuing diversity. 2 [41] Each year, faculty members from underrepresented populations will be retained in the same proportion as other faculty. [42] Each year, the OMPH Program will attend at least one national and one regional targeted conference for outreach and marketing to underrepresented prospective students. [43] Each year, the Oregon MPH Program will cosponsor at least one community public health event that involves underrepresented prospective students. [44] Each year, the Oregon MPH program will send promotional materials to undergraduate schools with high proportion of underrepresented students. [45] Admitted underrepresented students complete the program of study and graduate at the same rate as other students. [46] 80% of core course titles will address cultural competence. [47] At the track level, 90% all required courses will address cultural competence, as appropriate to course content. [48] At the track level 100% of Field and Culminating Experiences will address cultural competence. [49] 90% of students responding to the student survey will report satisfied or better with OMPH cultural climate. [50] 90% of students responding to the student survey will report, feeling included in the Oregon MPH on campus, in classroom, and with peers and faculty. [51] 100% of MPH core faculty and staff will receive diversity training mandatory through each university on a designated schedule. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 5

Program Operations Goals The Oregon MPH Program processes and resources will be sufficient for the program to meet its mission. Objective [52] Each track will maintain a minimum of 1:50 administrative staff-to-student ratio. [53] The OMPH Program Office will maintain administrative staffing at a 1:100 staff-to-student ratio. [54] The OMPH Program Office budget balances or is in surplus at the end of the year. [55] 90% of core faculty will be doctorally-prepared. [56] 90% of core faculty will hold graduate degrees (MPH, DrPH, or other academic/professional) in one of the core disciplines of public health. [57] 25% of core faculty will have held positions in public health practice outside of academia. [58] 90% of admitted students will meet the GRE minimum requirement. [59] 90% of admitted students will have an undergraduate cumulative GPA of 3.0 or better. [60] Resources will be sufficient to offer 100% of core courses every year and 100% of required courses every other year. [61] 90% of core faculty positions are retained from year to year in each track. [62] Each track will maintain a dedicated minimum of 3.0 core faculty FTE. [63] Each track will maintain a student to faculty ratio not to exceed 10:1. [64] In each track, 80% of all core and required courses will be taught by core faculty, each academic year. 1.1.e Description of the manner through which the mission, values, goals and objectives were developed, including a description of how various specific stakeholder groups were involved in their development. The Coordinating Council (CC) and Academic Program Committee (APC), facilitated by the Program Director, are responsible for review and revision of the program s mission statement, values, goals, and objectives. This process is based upon faculty expertise and monitoring of professional trends, as well as upon feedback received through other stakeholder groups, including the External Advisory Committee (EAC), and Student Leadership Council (SLC). Faculty leadership are responsible for gathering and representing the interests and recommendations of the faculty in their respective tracks, and for bringing these perspectives back to the program for integration. The Deans Oversight Council (DOC) reviews and approves the final program language recommended by faculty leadership [Criterion 1.5]. The Oregon MPH Program s mission, values, goals, and objectives were established in 1994, and have been reviewed, reaffirmed, and/or revised throughout the program s history. In 2004-2005, these program commitments were substantially revised by the CC and Track Coordinators Committee (now Academic Program Committee), approved by the DOC, and integrated into the program s then-new competency structure. Building on that model, OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 6

beginning in AY2007-08 and continuing in both AY2010-11 and AY2012-13, the mission statement was updated by the CC, APC, and SLC. The current version was confirmed by the DOC in January 2013. These ongoing revisions reflect continued discussion and evolving preparations for an Oregon Health & Science University/Portland State University Oregon MPH Program, pending Oregon State University s separation from the collaborative in July 2014. The program s values and goals most recently were reviewed by faculty leadership beginning at the annual Leadership Retreat in 2010, with review continuing through the present as faculty plan for launch as a two-institution program in 2014. In particular, values now highlight commitment to the educational process at all stages of the career lifespan (Value 1), and specify the Oregon MPH Program s commitment to integrating student feedback into the program s design and conduct (Value 10). The Mission, Goals, and Objectives (MGO) structure also has been in place since the program s founding, having undergone a substantial reworking with development of the program s competency structure in 2005. The specific measurements and indicators in the MGOs were reviewed and revised by the CC, APC, and DOC in AY2012-13. The MGOs as revised in AY2012-13 now include assessment of new program offerings (e.g. Graduate Certificate in Public Health), new indicators to expand upon existing goals (e.g., workforce development), and revised target values given program trends and experience. The current MGO structure was approved by both faculty governance committees (CC and APC) and the DOC in March 2013. 1.1.f Description of how the mission, values, goals and objectives are made available to the program s constituent groups, including the general public, and how they are routinely reviewed and revised to ensure relevance. The program s mission, values, goals, and objectives are made available to the public and program participants through the Oregon MPH Program website. The MGO structure, in particular, is made available to the public on the program website s Accreditation page (http://oregonmph.org/content/accreditation-0). Students receive the mission and values, along with the articulated Program Learning Competencies and Track Learning Competencies, in the Oregon MPH Program Student Handbooks distributed at New Student Orientation. Faculty receive the mission, goals, and objectives in both the Oregon MPH Program Student Handbook and the Faculty Handbook Addendum. All such handbooks, further, are posted to the program website. Responsibility for regular review of the program s mission, values, and goals lies with the CC and APC, and final approval of these program commitments rests with the DOC. External advisors and student representatives also review and provide feedback on these program touchstones. The program s standing subcommittees Workforce Development, Diversity, and Field Experience are responsible for primary review of goals and objectives related to these three key program priorities. Progress toward program objective targets is monitored in the Program Office, and specific areas requiring immediate attention are individually brought to faculty leadership to be addressed. Review of the entire MGO evaluative structure begins with the Program Director and is completed collaboratively by the CC and APC. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 7

1.1.g Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: The Oregon MPH Program continues to feature well-defined and current mission statement, values, goals, and objectives, to which a breadth of constituencies have contributed. The program uses a variety of channels through which these guiding commitments are reviewed, feedback is sought from key stakeholders, and these principles are revised and broadcast. These fundamental program touchstones are used in program planning and assessment, and their periodic reviews have sparked important conversations about the program s identity and the specific contributions faculty, staff, and students aim to make. Weaknesses: This is a multi-layered evaluation structure, which requires significant student, faculty, and staff resources to implement. Efforts to streamline this structure resulted in a loss of specificity, however, and ultimately the more detailed structure was re-adopted. Continuing with this more detailed plan will require new data systems and processes to ensure the greatest flexibility and adaptability over time. In recent years, individual components of the MGO structure were reviewed and revised as circumstances indicated; however, the MGO structure in its entirety has not undergone regular and systematic review. The program would benefit if the entire evaluative structure were more systematically reviewed to support continuous improvement. Plans: Complete review and revision of the MGO structure in preparation for the new twocampus, four-track program Implement an annual review of the MGO structure as a whole; continue to review indicators and target values to assure they are both aspirational and realistic in guiding the program. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 8

1.2 EVALUATION The program shall have an explicit process for monitoring and evaluating its overall efforts against its mission, goals and objectives; for assessing the program s effectiveness in serving its various constituencies; and for using evaluation results in ongoing planning and decision making to achieve its mission. As part of the evaluation process, the program must conduct an analytical self-study that analyzes performance against the accreditation criteria defined in this document. 1.2.a Description of the evaluation processes used to monitor progress against objectives defined in Criterion 1.1.d, including identification of the data systems and responsible parties associated with each objective and with the evaluation process as a whole. If these are common across all objectives, they need be described only once. If systems and responsible parties vary by objective or topic area, sufficient information must be provided to identify the systems and responsible party for each. Processes and data systems The Oregon MPH Program has a structured evaluation plan that requires ongoing monitoring of a series of measures in each program domain education, research, service, and leadership as well as in program operations [Table 1.2.c]. Specific measures for each indicator, sources of data, and relative responsibilities in monitoring each, also are reflected in the mission, goals, and objectives matrix. Monitoring progress toward the mission, goals, and objectives is the collective responsibility of the Program Director, faculty governance committees, Deans Oversight Council (DOC), and ultimately the faculty and staff of the Oregon MPH tracks. Feedback on evaluation outcomes is sought from the External Advisory Council (EAC), Student Leadership Council (SLC), and members of the Alumni Committee. Specific roles in program evaluation are described in turn, below. The Program Director is responsible for oversight of all program evaluation processes. Through the Program Office, staff are responsible for monitoring the entirety of MGO indicators including course schedules, course competency evaluations, student and alumni survey outcomes, student census and enrollment patterns, student success, faculty productivity, program contributions via service and workforce development, track curricular proposals, field placements, adequacy of financial and other resources, faculty and student recruitment, and faculty and staff assignments. The DOC, working in close collaboration with the Program Director, monitors progress toward mission and goals by reviewing indicators including student and alumni survey data, resource allocations and expenditures, program assessment, and policy/procedural alignment among the three partner universities. The DOC also considers and approves recommendations of the faculty governance committees relative to evaluation-based program changes and innovations. The two Oregon MPH Program faculty governance committees, the Coordinating Council (CC) and Academic Program Committee (APC), share responsibility for coordinated program planning and assessment, including determining adequacy of MGO indicators; monitoring curricular quality and consistency; and gauging progress toward the mission, goals, and OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 9

objectives. In addition to the CC and APC, the standing subcommittees Diversity, Field Experience, and Workforce oversee specific processes and outcomes related to those topical areas. In all cases, data are supplied to these committees by the Program Office, having been culled at the program or track levels, translated to ensure consistency across measures, and combined to provide a single, full-program picture. As described in Criterion 1.5, these faculty governance committees make program improvement recommendations, via the Program Director, for consideration and approval by the DOC. In recent years, the Program Director relied most on the CC for monitoring progress against goals and key objectives, while relying upon the APC for oversight of track and curricular activities. Among evaluation outcomes, the CC focused on measures and indicators related to specific problem areas. While pressing issues were addressed, this problem-based focus left less time for monitoring the complete set of objectives in the MGO structure. The program acknowledges the need to annually review and integrate findings from across the MGO structure, in addition to focusing on pressing outcomes as they arise. Student Representatives are involved in evaluation of program events (e.g., New Student Orientation, Student Symposium), as well as in assessment of Annual Student Survey and some Alumni Survey outcomes. Campus Student Representatives to the APC further review program evaluative outcomes as members of that body, and the entire SLC meets at least quarterly to discuss program innovations and improvements. In addition to regularly scheduled governance meetings, the DOC, Program Director, CC, APC, program staff, and the Campus Student Representatives participate in the Oregon MPH Program Annual Leadership Retreat. Strategic planning and assessment topics discussed at recent leadership retreats include: Student Survey results [October 2009, October 2012] Program Learning Competencies, values, and ethics [November 2010] Oregon MPH Program curricula [November 2010, October 2011, October 2012] Student Advising [October 2012] Intercampus registration among the three university partners [October 2012] Diversity, cultural competence, and inclusion [October 2012] The EAC contributes to planning and evaluation by providing input on the program as a whole, its responsiveness to the public health needs of the state, and new approaches to meeting specific program goals and objectives. For example, the EAC advised the program on actions to improve performance on diversity recruitment, as well as opportunities for the program to partner with other community groups in workforce development. The EAC, in reviewing program competencies, further challenged faculty to explore specific preparation of graduates to work as members of allied health teams given the absence of a required biology component in the curriculum. This feedback gave rise to the faculty governance committees examining whether and how to integrate a biology component into the program [Criterion 2.6]. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 10

Many sources of data are used to monitor progress toward program goals and objectives. These include: Annual Track Reports submitted by each Oregon MPH Program track, and including student activity from application to graduation, faculty productivity, unit-level resources, faculty and student research and service, and track-level planning and evaluation [Exhibit 1.2.a.i]. Student Survey sent to all current students, and including items assessing experiences with application and admissions, advising, registration, curriculum, and student support, as well as overall program satisfaction [Exhibit 1.2.a.ii]. Alumni Survey sent to all alumni for whom contact information is available, and including items assessing perceived program and track competency mastery, adequacy of preparation for a public health career, current employment, continuing education needs, and ongoing overall satisfaction with the program [Exhibit 1.2.a.iii]. Course competency evaluations distributed to all students enrolled in core or required courses and assessing students perceptions of how well the course prepared them to demonstrate the stated competencies [Exhibit 2.7.a.i-ii]. Field experience evaluations by students and preceptors distributed to all students and preceptors, assessing student and preceptor ratings of the student s ability to perform the stated placement competencies, measures of satisfaction with the placement, and recommendations for process and performance improvements [Exhibit 2.4.a.iii]. Event-specific evaluations distributed to all attendees, assessing satisfaction with, perceived strengths of, and opportunities to improve, New Student Orientation, Student Symposium, First Friday Seminars, and Career Workshops [Exhibit 1.2.a.iv, Exhibit 1.2.a.v, and Exhibit 1.2.a.vi]. Oregon MPH Program student enrollment database including student demographics, course enrollment, and transcript information, with information drawn from the three partner institutions individual student enrollment systems [Exhibit 1.2.a.vii]. Northwest Center for Public Health Practice workforce survey data [Exhibit 3.3.a]. Governance committee meeting minutes for the DOC, CC, APC, standing subcommittees (Field Placement, Workforce, and Diversity), SLC, and EAC, as well as Annual Leadership Retreat proceedings [Exhibit 1.5.a.i]. Tracks support program evaluation by monitoring institutional course evaluation data (considered part of protected faculty personnel files by Oregon law), personnel transitions, faculty and staff performance reviews, and departmental budgets and other resources. Track evaluative findings, proposed solutions and innovations, and other changes (e.g., admissions, faculty transitions) during each year are reported to the program both through governance meetings and in Annual Track Reports. Further, each track facilitated by the Track Coordinator is responsible for monitoring competencies at the track, required course, field experience, and culminating experience levels, and communicating any proposed changes to program leadership for approval and integration. [Competency reviews are discussed in detail in Criterion 2.7.] OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 11

The Oregon MPH Program student enrollment database, first developed in 2005, was redesigned during this accreditation interval as its initial infrastructure proved insufficient to handle the increasing complexity of the contributing data systems and required data translation. While all three institutions use the same BANNER student registration system, each campus differently populates variables and operationalizes the year beginning with a different academic term. As such, data pulled from these sources are not immediately comparable. Moreover, upstream changes in the data systems at the partner institutions caused downstream inconsistencies in the receiving program database, creating the need for a more resilient data structure. Program staff worked closely with Academic and Research Computing at PSU to build and maintain a stable yet flexible student database. In it, data were cross-walked to assure that all variables were comparable and immediately usable, and a fail-safe system was added to identify upstream data changes. 1.2.b Description of how the results of the evaluation processes described in Criterion 1.2.a are monitored, analyzed, communicated and regularly used by managers responsible for enhancing the quality of programs and activities. Ongoing evaluation processes were built into Oregon MPH Program operations, as evidenced in Table 1.2.c. The specific parties identified to coordinate monitoring and reporting of each indicator are presented in the MGO evaluation matrix. Ultimate coordination of all program-level evaluation rests with the Program Director. Oversight of, and responsibility to address, problems identified by these measures is the responsibility of the various governance bodies described in Criterion 1.2.a. Communication of findings generally begins with the Program Director, who culls program data received from throughout the program and presents findings to the appropriate parties at all levels of governance. Oversight and implementation of the MGO structure lies with the Program Director, CC, and APC. Student and alumni survey data are reported to the EAC and SLC in their regular meetings. Annual Track Reports are submitted to the Program Office and include MGO data, as well as general monitoring of operational and accreditation indicators. During this accreditation interval, key aspects of the MGO structure were regularly monitored and communicated, including student and alumni surveys, variables included in the Annual Track Reports, and program event evaluations. Those areas of focus emerging from the student and alumni surveys, in particular, gave rise to discussion within the program governance committees, and action at the program and track levels (e.g., career services, and support for faculty advising). Core and required course competency evaluations were consistently solicited. Other aspects of the MGOs were less emphasized during this interval, as the program focused on matters related to the then-developing news of a pending program split in 2014. This involved greater attention to establishing new program tracks and their integration into the existing structure, resulting in less governance-level attention to track and required course competency reviews and to the MGO data, in breadth, until relatively late in the accreditation cycle. As of AY2012-13, competencies have been evaluated and affirmed at each the course, track, and program levels, and track competency matrices have been revised in the four Portland-area tracks to better reflect not only current disciplinary directions, but also plans for the new twocampus program. The MGO structure has been revised, including new indicators added, those OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 12

not serving the needs of the program replaced or refined, and target values confirmed or updated. The MGOs historically relied upon track-level data collection for program and faculty activities; these data are then provided to the Program Office for unifying and presenting. Going forward with the two-campus program, electronic systems are being evaluated for Oregon MPH Program Office centralized data collection of student, faculty, and track activities. 1.2.c Data regarding the program s performance on each measurable objective described in Criterion 1.1.d must be provided for each of the last three years. To the extent that these data duplicate those required under other criteria (e.g., 1.6, 2.7, 3.1, 3.2, 3.3, 4.1, 4.3, or 4.4), the program should parenthetically identify the criteria where the data also appear. Outcomes for each indicator included in Criterion 1.1.d are presented in Table 1.2.c. Indicators and data reflecting Adequacy of Financial Resources (Criterion 1.6), Adequacy of Faculty Resources (Criterion 1.7), Diversity (Criterion 1.8), Assessment Procedures (Criterion 2.7), Research (Criterion 3.1), Service (Criterion 3.2), Workforce Development (Criterion 3.3), Faculty Qualifications (Criterion 4.1), Student Recruitment and Admissions (Criterion 4.3), and Advising and Career Counseling (Criterion 4.4), also are presented in those respective sections. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 13

Table 1.2.c Education Goals (CEPH Template Outcome Measures including Targets) Goal: Provide excellent education and professional preparation to all students in the substantive areas of public health, including epidemiology, biostatistics, social and behavioral sciences, health management and policy, and environmental health sciences. Objective [1] 100% of the Oregon MPH Program Learning Competencies will be addressed across the five core courses. [2] 100% of core courses will be equivalent across all like offerings, based upon course competencies, learning activities, and competency demonstrations. [3] Each year, aggregate student GPA in five core courses will exceed 3.0. Data Source(s) [A] Core course instructor teams stated emphasis of program learning competencies in respective core courses, in breadth [B] Core course instructor teams agreed-upon course competencies, learning activities, and competency demonstrations [A] Core course competency matrices with designated competencies and course content across all offerings of single course titles [B] Aggregate student ratings greater than 3.75 of the extent to which core courses prepared them to demonstrate specified core course competencies (scale of 1 to 5) Aggregate GPA for all students in five core courses Assessment [Responsible Parties] 1 Biennial Core Course Program Learning competencies [Core Course Instructors] Competency emphasis matrix [Core Course Instructors] Biennial core courses matrix and syllabus review [Core Course Instructors] Student core course competency evaluations [Track Administrative Staff] BANNER tracking [Program Office] 1 The Program Office is responsible for oversight of all data and is not indicated within each specific data source. 2 NR = Not Reviewed Outcome 2009-10 NR 2 2011-12 100% 2009-10 NR 2 2011-12 100% 2009-10 NR 2 2011-12 100% 09-10 10-11 11-12 Epidemiology 4.21 4.25 4.50 Biostatistics 3.98 4.46 4.58 Health Behavior 3.98 4.21 3.86 Health Systems Organization Environmental Health 4.39 4.14 4.34 4.26 4.26 4.28 09-10 10-11 11-12 Epidemiology 3.65 3.61 3.50 Biostatistics 3.54 3.64 3.57 Health Behavior 3.97 3.97 3.81 Health Systems Organization Environmental Health 3.54 3.77 3.79 3.88 3.80 3.66 OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 14

Table 1.2.c Education Goals (CEPH Template Outcome Measures including Targets) Goal: Serve the region by offering a range of specialized areas of public health including health promotion & health behavior, epidemiology, biostatistics, health management & policy, health disparities, environmental and occupational health & safety, and international health. Objective [4] 100% of tracks will assure currency of required track curricula every two years. [5] 100% alumni respondents will report preparedness to accomplish required track competencies. [6] 100% of students beginning the Field Experience will successfully complete it. Data Source(s) Biennial review of track curricula by faculty Alumni self-report of preparedness Proportion of field experience completions relative to those initiated Assessment [Responsible Parties] 1 Track reports of curricular review and any substantive changes [Track Coordinators, Faculty] Biennial Alumni Survey [Program Office] Annual Track Report [Track Coordinators; Field Experience Coordinators] Outcome 2009-10 17% 2 2010-11 NR 3 2011-12 40% 4 2012-13 100% 2009-10 97% 2010-11 N/A 2011-12 97% 2012-13 N/A 09-10 10-11 11-12 BIO 100% 100% 100% EOHS 100% 100% 100% Epi/Bio 100% 100% 100% EPI 100% 100% 100% HMP (OSU) 100% 100% 100% HMP (PSU) 100% 100% 97% HPHB 100% 100% 100% HP 100% 100% 100% IH 100% 100% 100% PHCHD 100% 100% 100% 1 The Program Office is responsible for oversight of all data and is not indicated within each specific data source. 2 There was not a program-wide review in AY2009-10, although one track of a then-total of six made revisions and a substantive change notice submitted. 3 NR = Not Reviewed 4 In AY2011-12, a program-wide review began late in the academic year and only four tracks were able to complete the process before the year concluded. The entire process was completed in AY2012-13, with100% of tracks confirmed. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 15

Table 1.2.c Education Goals (CEPH Template Outcome Measures including Targets) Objective Data Source(s) Assessment [Responsible Parties] 1 Outcome 09-10 10-11 11-12 BIO 100% 100% 100% EOHS 100% 100% 100% Epi/Bio 100% 100% 100% [7] 100% of students will successfully complete the track Culminating Experience. Proportion of culminating experience completions relative to those initiated Annual Track Report [Track Coordinators] EPI 100% 100% 100% HMP (OSU) 100% 100% 100% HMP (PSU) 100% 100% 97% HPHB 100% 100% 100% HP 96% 100% 100% IH 100% 100% 100% PHCHD 100% 100% 100% [8] 100% of the Track Learning Competencies will be addressed in track-required curricula for each program track. Identification of required courses and associated learning activities addressing each track competency for each program track Track competency matrices [Track Coordinators; Track Required Course Instructors] 2010-11 NR 2 2012-13 100% Goal: Provide community-based or experiential learning opportunities to develop skills and competencies required to be effective public health practitioners. Objective Data Source(s) Assessment [Responsible Parties] 1 Outcome [9] 100% of tracks will include required coursework and/or placement involving community-based or experiential learning opportunities for students. Community-based or experiential learning opportunities identified in track curricula Track competency matrices [Track Coordinators] 2010-11 100% 2012-13 100% [10] Each year, 90% of students completing a field experience will report overall satisfaction with training received in the placement. Student self-report Annual Student Survey [Program Office] 3 09-10 10-11 11-12 81% 80% 69% 1 The Program Office is responsible for oversight of all data and is not indicated within each specific data source. 2 NR = Not Reviewed 3 Beginning AY 2012-13 the Student Survey will be administered biennially OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 16

Table 1.2.c Education Goals (CEPH Template Outcome Measures including Targets) Objective [11] 100% of field experience students will demonstrate mastery of the public health competencies specified in their Track s Field Experience Minimum Standards. [12] Oregon MPH competency sets at each programmatic level (Program, each Track, each Field Experience, and Core Courses in breadth) will include at least one competency that addresses the ethical practice of public health. [13] 100% of alumni respondents will report they are well prepared to "employ ethical principles and behavior." Data Source(s) Satisfaction of field experience competency-based learning contract via field experience completion proportions Program, Track, Core course competencies, and Field Experience minimum standards Alumni preparedness rating of program-level ethical practice competency Assessment [Responsible Parties] 1 Annual Track Report of field experience completion proportion [Track Coordinators; Field Experience Coordinators] Program Learning Competencies, Track Learning Competencies, and core course learning competencies in competency emphasis matrices; Field Experience minimum standards for each track [Program Office, Track Coordinators, Unit Chairs (CC), Field Experience Coordinators, Core and Required Course Instructors] Biennial Alumni Survey [Program Office] 1 The Program Office is responsible for oversight of all data and is not indicated within each specific data source. Outcome 09-10 10-11 11-12 Bio 100% 100% 100% EOHS 100% 100% 100% Epi/Bio 100% 100% 100% EPI 100% 100% 100% HMP (OSU) 100% 100% 100% HMP (PSU) 100% 100% 97% HPHB 100% 100% 100% HP 100% 100% 100% IH 100% 100% 100% PHCHD 100% 100% 100% 09-10 10-11 11-12 PLC 100% 100% 100% TLC 100% 100% 100% Core Course 100% 100% 100% Field Experience 100% 100% 100% 2009-10 83% 2011-12 84% OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 17

Table 1.2.c Education Goals (CEPH Template Outcome Measures including Targets) Goal: Provide educational information and experiential opportunities for the development of cultural competency in research and service activities. Objective [14] Oregon MPH competency sets at each programmatic level (Program, each Track, each Field Experience, and Core Courses in breadth) will include at least one competency that addresses cultural competence in public health. Data Source(s) Program, Track, Core course competencies, and Field Experience minimum standards Assessment [Responsible Parties] 1 Program Learning Competencies, Track Learning Competencies, and core course learning competencies in competency emphasis matrices; Field Experience minimum standards for each track [Program Office, Track Coordinators, Unit Chairs (CC), Field Experience Coordinators, Core and Required Course Instructors] Outcome 09-10 10-11 11-12 PLC 100% 100% 100% TLC 100% 100% 100% Core Course 100% 100% 100% Field Experience 100% 100% 100% [15] 100% of Alumni respondents will report they are well prepared to "enact cultural competence and promote diversity in public health research and practice." Alumni self-report of preparedness to perform cultural competence and promote diversity Biennial Alumni Survey [Program Office] 2009-10 66% 2011-12 63% 1 The Program Office is responsible for oversight of all data and is not indicated within each specific data source. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 18

Table 1.2.c Leadership Goals (CEPH Template Outcome Measures including Targets) Goal: Provide leadership and serve as a resource to our communities in addressing and communicating current and emerging public health problems and issues. Objective Data Source(s) Assessment [Responsible Parties] 1 Outcome [16] Annually graduate 100 MPHprepared professionals. [17] 80% of new graduates are employed or continuing education within one year of graduation. Awarded degrees Self-report of graduate job placement and continuing education Number of awarded degrees recorded in campus BANNER systems [Program Office] Annual Track Report of students responding to employment survey [Track Coordinators] 2 09-10 10-11 11-12 104 114 142 09-10 10-11 11-12 100% 92% 89% [18] Each year, 80% of Oregon MPH core faculty will serve in leadership roles on state, regional, national, and international committees and boards working to improve the public s health. 3 Number and scope of faculty involvement in leadership roles in public health service activities Annual Track Report [Track Coordinators] 09-10 10-11 11-12 83% 77% 76% [19] Oregon MPH core faculty, in aggregate, will provide an average of 20 continuing education forums, events, or short courses per year. 3 [20] 50% of entering Graduate Certificate in Public Health students each academic year are from the existing public health workforce. Continuing education or short course offerings Number of students identifying as from within the public health workforce upon enrollment Annual Track report of continuing education programs offered by Oregon MPH faculty [Track Coordinators] GCPH evaluation; Annual Track Report [PHCHD Track Coordinator] Number of continuing education programs provided by core faculty, per academic year: 09-10 10-11 11-12 99 91 115 Enrolled 09-10 10-11 11-12 100% 67% N/A 4 [21] Graduate Certificate in Public Health students from the existing public health workforce will graduate at the same rate as other GCPH students. Graduation rate among GCPH students from the existing public health workforce Number of awarded certificates recorded in campus BANNER system [Program Office] Graduation Rate 08-09 09-10 10-11 4 PHWF: 3 Other Students still active 1 The Program Office is responsible for oversight of all data and is not indicated within each specific data source. 2 Starting AY12-13, the Program Office will be the responsible party 3 For purposes of comparability across years and to reflect the shape of the program as a two-university entity, all faculty objectives were assessed among the Portlandarea tracks unless otherwise indicated. 4 No GCPH applicants were admitted in Fall 2011, as the School of Nursing underwent reorganization with a full review of all of its graduate programs and certificates. In mid-year AY2011-12, the review was completed and admissions were reopened with 15 new GCPH students beginning in Fall 2012. Students still active OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 19

Table 1.2.c Leadership Goals (CEPH Template Outcome Measures including Targets) Goal: Conduct, teach, and communicate collaborative research and scholarship among faculty, students, practitioners, and members of the community affiliated with the Oregon MPH program. Objective [22] At least 66% of core faculty research projects will demonstrate collaboration with government, community, organizational, or private groups. 2 [23] At least 40% of students will participate in the annual Oregon MPH Student Symposium. Data Source(s) Faculty funded or unfunded research projects in collaboration with non-university, non-funder, community partners Proportion of students attending and/or presenting at the annual Student Symposium Assessment [Responsible Parties] 1 Annual Track Report [Track Coordinators] Student Symposium registration [Program Office] Program of students presenting [Program Office] Program Aggregate Outcome 09-10 10-11 11-12 51% 42% 45% Attending 28% 20% 23% Presenting 12% 6% 12% [24] Each year, 15% of all students will participate in faculty research projects. 2 Faculty funded or unfunded research projects involving MPH students. Annual Track Report [Track Coordinators] % Students 13% 14% 18% [25] 100% of graduating students will demonstrate research competence appropriate to their areas of specialization. [26] Each year, 100% of core faculty will communicate scholarship to the public via presentations and/or publications. 2 [A] Track-specific research learning competencies [B] Relative emphasis ratings of research Program Learning Competencies by core course instructor Faculty members reports of scholarly publications and presentations Biannual review of Track competency matrices [Track Coordinators, Program Office] Biannual review of core course matrices and syllabi; core course competency emphasis table [Core Course Instructors, Program Office] Annual Track Report [Track Coordinators] % Track Matrices Epi/Bio 100% 100% 100% HMP (PSU) 100% 100% 100% HP (PSU) 100% 100% 100% PHCHD 100% 100% 100% Research Competency Emphasis Ranking (0 low 3 high) Epidemiology 3 Biostatistics 3 Health Behavior 1 Health Systems Organization 1 Environmental Health 2 09-10 10-11 11-12 % Faculty 100% 100% 100% 1 The Program Office is responsible for oversight of all data and is not indicated within each specific data source. 2 For purposes of comparability across years and to reflect the shape of the program as a two-university entity, all faculty objectives were assessed among the Portland- area tracks unless otherwise indicated. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 20

Table 1.2.c Leadership Goals (CEPH Template Outcome Measures including Targets) Objective [27] 100% of alumni respondents will report preparedness to select and employ appropriate methods of design, analysis, and synthesis to address populationbased health problems. [28] Each year, 50% of grants written by faculty will include student support. Data Source(s) Alumni self-report ratings of competency preparedness Proportion of submitted grant applications including student support (GRA, hourly, and/or travel) Assessment [Responsible Parties] 1 Biannual Alumni Survey [Program Office] Annual Track Report [Track Coordinators] 1 The Program Office is responsible for oversight of all data and is not indicated within each specific data source. Outcome 09-10 10-11 11-12 % Alumni 98% N/A 92% % Grant applications New measure effective AY2013-14 OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 21

Table 1.2.c Service Goals (CEPH Template Outcome Measures including Targets) Goal: Provide, enhance, or support service activities to meet the public health needs of urban and rural populations in cooperation with appropriate community professionals, organizations, and governmental agencies. Objective Data Source(s) Assessment [Responsible Parties] 1 Outcome [29] Maintain an External Advisory Council (EAC) board membership composed of not-for-profit, public, healthcare, and other community organizations throughout Oregon and Southwest Washington. [30] Each year, at least 50% of student respondents will report community service outside of their field experience or courseassociated service-learning activities. [31] Each year, at least 50% of students will provide service to communities through community-engaged MPH coursework, outside of the field placement. [32] 80% of core faculty will provide service to community, public health, and other health-related organizations each academic year. 3 [33] The program will sponsor or cosponsor at least one public service event each academic year. [A] Organizations/agencies represented by EAC membership [B] EAC meeting schedule demonstrating that the committee met at least once each academic year Report of student community service activities Required course syllabi Professional service activities reported by faculty Record of programsponsored and cosponsored events Biennial review of EAC membership [Program Office] EAC meeting schedules [Program Office] As of Fall 2013, the EAC was comprised of 16 public health professionals representing 16 different agencies/organizations from throughout Oregon and Southwest Washington. 09-10 10-11 11-12 1 meeting 3 meetings 3 meetings Annual Student Survey [Program 09-10 10-11 11-12 Office] 2 Course enrollment, required course syllabi review [Track Coordinators, Program Office] Annual Track Report [Track Coordinators] Count of number of events per year [Program Office] New measure effective AY2013-14 09-10 10-11 11-12 New measure effective AY2013-14 09-10 10-11 11-12 89% 91% 97% 09-10 10-11 11-12 1 2 4 1 The Program Office is responsible for oversight of all data and is not indicated within each specific data source. 2 Beginning AY 2012-13 the Student Survey will be administered biennially. 3 For purposes of comparability across years and to reflect the shape of the program as a two-university entity, all faculty objectives were assessed among the Portland- area tracks unless otherwise indicated. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 22

Table 1.2.c Service Goals (CEPH Template Outcome Measures including Targets) Goal: Provide, enhance, or support service activities to meet the public health needs of urban and rural populations in cooperation with appropriate community professionals, organizations, and governmental agencies. Objective Data Source(s) Assessment [Responsible Parties] 1 Outcome [34] Oregon MPH Program will collaborate on or sponsor a continuing education needs assessment at least once every three years. Workforce survey distributed Documentation of partnerships, assessment findings, and action plans [Program Office, CC, APC] 09-10 10-11 11-12 N/A Yes N/A [35] Oregon MPH core faculty, in aggregate, will provide an average of continuing education forums, events, or short courses per year. 2 Continuing education or short course offerings Annual Track report of continuing education programs offered by Oregon MPH faculty [Track Coordinators] 09-10 10-11 11-12 99 91 115 [36] The Oregon MPH Program will sponsor or co-sponsor a continuing education seminar series that attracts at least 50 community/workforce members per year. Seminar offerings and attendee counts Count of number of events per year [Program Office] Count of number of attendees from outside the program [Program Office] 09-10 10-11 11-12 6 7 5 09-10 10-11 11-12 53 94 52 [37] The Oregon MPH Program will support the Graduate Certificate in Public Health in recruiting and retaining at least 15 active students per year. Number of active students BANNER System [Program Office] 09-10 10-11 11-12 13 18 13 [38] The Oregon MPH Program will support the NWCPHP in attaining at least 500 instances of Oregon public health workforce participation in the Hot Topic Webinars and online courses. Record of programsponsored and cosponsored events and attendee counts Count of number of events per year [Program Office] Count of number of attendees from outside the program [Program Office] 09-10 10-11 11-12 12 12 12 09-10 10-11 11-12 272 246 478 1 The Program Office is responsible for oversight of all data and is not indicated within each specific data source. 2 For purposes of comparability across years and to reflect the shape of the program as a two-university entity, all faculty objectives were assessed among the Portland- area tracks unless otherwise indicated. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 23

Table 1.2.c Diversity Goals (CEPH Template Outcome Measures including Targets) Objective 2 [39] 100% of faculty position announcements will be posted in resources geared toward, and with sites and organizations engaged with, underrepresented professionals. 2 [40] 100% of job announcements for faculty and staff will include language valuing diversity. 2 Goal: Recruit and retain diverse faculty and staff. Data Source(s) Count of position announcements and location of placements Review of position announcements Assessment [Responsible Parties] 1 Annual Track Reports and search Affirmative Action reports [Track Coordinators, Campus Equity offices, Diversity Subcommittee] Annual Track Reports [Track Coordinators, Diversity Subcommittee] Outcome 09-10 10-11 11-12 New measure effective AY2013-14 09-10 10-11 11-12 New measure effective AY2013-14 [41] Each year, faculty members from underrepresented populations will be retained in the same proportion as other faculty. Annual Track Report of faculty census Annual Track Report [Track Coordinators] 09-10 10-11 11-12 New measure effective AY2013-14 Goal: Recruit and retain historically underrepresented and historically underserved students. Objective 2 [42] Each year, the OMPH Program will attend at least one national and one regional targeted conference for outreach and marketing to underrepresented prospective students. Data Source(s) Count of events attended Assessment [Responsible Parties] 1 Annual Event Roster [Program Office] Outcome3 09-10 10-11 11-12 2 2 2 [43] Each year, the Oregon MPH Program will co-sponsor at least one community public health event that involves underrepresented prospective students. Count of events attended and tracking of population focus Annual Event Roster [Program Office] 09-10 10-11 11-12 2 5 6 [44] Each year, the Oregon MPH program will send promotional materials to undergraduate schools with high proportion of underrepresented students. Count of colleges and universities to which program promotional materials were sent Program materials distribution list [Diversity Subcommittee, Program Office] 09-10 10-11 11-12 New Measure AY2011-12 3 50 1 The Program Office is responsible for oversight of all data and is not indicated within each specific data source. 2 Please note that several objectives related to equity and inclusion have a procedural rather than outcomes focus, per institutional policy. 3 The Oregon MPH Program Diversity Plan, from which some objectives in this section are derived, was not implemented until AY2011-12. However, the program measured some of these objectives during prior years. Those data are included where available. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 24

Table 1.2.c Diversity Goals (CEPH Template Outcome Measures including Targets) Goal: Recruit and retain historically underrepresented and historically underserved students. Objective [45] Admitted underrepresented students complete the program of study and graduate at the same rate as other students. Objective 2 [46] 80% of core course titles will address cultural competence. [47] At the track level, 90% all required courses will address cultural competence, as appropriate to course content. [48] At the track level 100% of Field and Culminating Experiences will address cultural competence. Data Source(s) Rate of completion of students self-identified as from underrepresented communities as compared to those not so identified Assessment [Responsible Parties] 1 Program student database [Program Office] Goal: Ensure that diversity and cultural competence are incorporated into the curriculum. Data Source(s) Percentage of core courses with cultural competence objective(s) in syllabus Percentage of track required courses with cultural competence objective(s) in syllabus Field Experience Minimum Standards, Culminating Experience minimum standards, Field Experience guidelines Assessment [Responsible Parties] 1 Annual Track Report [Track Coordinators, Diversity Subcommittee] Annual Track Report [Track Coordinators, Diversity Subcommittee] Annual Review of Field Experience materials [Diversity Subcommittee] Outcome2 09-10 10-11 11-12 New measure effective AY2013-14 Outcome 09-10 10-11 11-12 N/A N/A 80% % Required Courses 3 Epi/Bio 100% PHCHD 100% HP (PSU) 100% HMP (PSU) 1 The Program Office is responsible for oversight of all data and is not indicated within each specific data source. 2 Please note that several objectives related to equity and inclusion have a procedural rather than outcomes focus, per institutional policy. 3 OSU has moved to its own competency structure in preparation for their new SPH and are excluded from these data 09-10 10-11 11-12 3 38% N/A N/A 100% OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 25

Table 1.2.c Diversity Goals (CEPH Template Outcome Measures including Targets) Goal: Foster an environment that is welcoming and inclusive toward faculty, staff, and students from all backgrounds and communities. Assessment [Responsible Objective Data Source(s) Parties] 1 Outcome2 [49] 90% of students responding to the student survey will report satisfied or better with OMPH cultural climate. [50] 90% of students responding to the student survey will report, feeling included in the Oregon MPH on campus, in classroom, and with peers and faculty. [51] 100% of MPH core faculty and staff will receive diversity training mandatory through each university on a designated schedule. Annual Student Survey 3 Annual Student Survey 3 Percentage of partner campuses requiring equity and inclusion training of all employees and staff. Survey findings [Program Office, CC/APC] Survey findings [Program Office, CC/APC] Biannual review of institutional policies and practices [Diversity Subcommittee] 09-10 10-11 11-12 New question, added 2011-12 09-10 10-11 11-12 New question, added 2011-12 09-10 10-11 11-12 79% 82% New Measure for AY2013-14 3 100% 1 The Program Office is responsible for oversight of all data and is not indicated within each specific data source. 2 The Oregon MPH Diversity Plan, from which some objectives in this section are derived, was not implemented until AY2011-12. However, the program measured some of these objectives during prior years. Those data are included where available. 3 Beginning AY 2012-13 the Student Survey will be administered biennially. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 26

Table 1.2.c Program Operations Goals Goals (CEPH Template Outcome Measures including Targets) Goal: The Oregon MPH Program processes and resources will be sufficient for the program to meet its mission. Objective Data Source(s) Assessment [Responsible Parties] 1 Outcome [52] Each track will maintain a minimum of 1:50 administrative staff-to-student ratio. [53] The OMPH Program Office will maintain administrative staffing at a 1:100 staff-to-student ratio. [54] The OMPH Program Office budget balances or is in surplus at the end of the year. Track staff assignments and student head count OMPH Staff assignments and student head count Expenditures and income tracking Annual Track Report [Track Coordinators] Staff FTE [Program Office, DOC] Budget Report [Program Office] 09-10 10-11 11-12 Epi/Bio 1:47 1:47 1:47 HMP (PSU) 1:36 1:39 1:34 HP (PSU) 1:85 1:38 1:26 PHCHD 1:19 1:19 1:14 09-10 10-11 11-12 1:191 1:134 1:129 09-10 10-11 11-12 10% surplus 7% surplus 5% surplus [55] 90% of core faculty will be doctorallyprepared. 2 Earned academic credentials of core faculty Annual Track Report [Track Coordinators] 09-10 10-11 11-12 97% 97% 94% [56] 90% of core faculty will hold graduate degrees (MPH, DrPH, or other academic/professional) in one of the core disciplines of public health. 2 Earned public health credentials of core faculty, including MPH, DrPH, and other academic or professional graduate credentials in affiliated field Annual Track Report [Track Coordinators] 09-10 10-11 11-12 90% 93% 95% [57] 25% of core faculty will have held positions in public health practice outside of academia. 2 Professional practice history of core faculty Annual Track Report [Track Coordinators] 09-10 10-11 11-12 26% 26% 26% [58] 90% of admitted students will meet the GRE minimum requirement. GRE scores of admitted students Annual Track Report of applicant data [Track Coordinators] 09-10 10-11 11-12 78% 81% 81% [59] 90% of admitted students will have an undergraduate cumulative GPA of 3.0 or better. GPA scores of admitted students Annual Track Report of applicant data [Track Coordinators] 09-10 10-11 11-12 90% 90% 91% [60] Resources will be sufficient to offer 100% of core courses every year and 100% of required courses every other year. Class schedules Program Schedule Review [Program Office, Unit Chairs] 09-10 10-11 11-12 100% 100% 100% OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 27

Table 1.2.c Program Operations Goals Goals (CEPH Template Outcome Measures including Targets) [61] 90% of core faculty positions are retained from year to year in each track. 3 Faculty census Annual Track Report [Track Coordinators] 2009-10 2010-11 2011-12 100% 98% 91% Goal: The Oregon MPH Program processes and resources will be sufficient for the program to meet its mission. Objective [62] Each track will maintain a dedicated minimum of 3.0 core faculty FTE. [63] Each track will maintain a student to faculty ratio not to exceed 10:1. Data Source(s) Faculty assignments by Track Track faculty assignments and student FTE Assessment [Responsible Parties] 1 Annual Track Report [Track Coordinators] Annual Track Report, student enrollment records [Track Coordinators, Program Office] Outcome 09-10 10-11 11-12 Epi/Bio 11.7 11.7 10.85 HMP (PSU) 3.5 3.5 3.5 HP (PSU) 7.91 7.91 7.91 PHCHD 3.6 3.45 2.33 09-10 10-11 11-12 Epi/Bio 4.71 4.61 3.88 HMP (PSU) 15.56 16.22 12.63 HP (PSU) 7.54 7.25 7.14 PHCHD 6.81 7.08 4.70 BIOSTAT N/A 1.53 1.34 EOHS 3.40 3.51 3.06 EPI N/A 2.22 2.12 HMP 3.13 5.59 3.29 HP 3.97 4.71 7.61 IH 10.13 9.04 9.24 [64] In each track, 80% of all core and required courses will be taught by core faculty, each academic year. Course assignments by track Course schedules [Unit Chairs (CC)] 09-10 10-11 11-12 91% 86% 87% 1 The Program Office is responsible for oversight of all data and is not indicated within each specific data source. 2 For purposes of comparability across years and to reflect the shape of the program as a two-university entity, all faculty objectives were assessed among the Portland-area tracks unless otherwise indicated 3 Includes OSU. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 28

Objective targets are considered attained when actual performance is within of 5% of the target. Given sampling and measurement error associated with several data sources, a 5% margin is standard practice. Target values are established on the basis of program experience, realistic projections of trends, and program aspirations. The majority of program objectives are met across the reporting years. Of those targets that were not met in one or more years, some can be explained by delay in measurement resulting in missing data but which now have been assessed and met; some represent targets missed in earlier years but which now are met; and yet others represent suspected or evident opportunities for improvement. Objective targets not met in one or more years relate to: Delay in Measurement: Core course equivalency within course titles (Competency 2A): Not reviewed in AY2009-10, and thus no available data for that year; courses were reviewed in AY2011-12 and all targets were met. Currency of track required curricula, based on biennial track review (Objective 4): Not systematically assessed in AY2009-10 through AY2011-12, although some track data were collected as a function of curricular redesign. Track required courses were fully reviewed across all Portland-based tracks 1 in AY2012-13, and all targets were met. Reflection of track competencies in track required curricula (Objective 8): Not assessed in AY2010-11; measured in AY2012-13 across all Portland-based tracks and all targets were met. Performance gaps of greater than 5% in one or more years relate to: Student overall satisfaction with field experience (Objective 10): Despite generally low response rates, that findings on this item trended downward during the accreditation interval necessitates deeper investigation. To gather additional information about student satisfaction, the program administered a targeted survey focusing only on the field experience. Findings suggest that students felt most dissatisfied with the process of selecting their placement sites and with clarity of performance expectations. Tracks have identified and/or implemented a number of strategies to improve student experience, as described in Criterion 2.4. Alumni self-assessment of ongoing competency mastery with respect to cultural competence, ethical behavior, and research methods (Objectives 13, 15, 27): As discussed in Criterion 2.7, these competency self-evaluations were new measures in the biennial Alumni Survey. While ratings of perceived preparedness were generally positive, Alumni self-assessed confidence in ongoing preparedness to perform these competencies was somewhat lower than the same student cohorts assessments of preparedness for paired competencies at the conclusion of the courses in which these skills were developed. One of the competencies (research methods) was relatively close to meeting targets, while the remaining two (perceived preparedness in cultural competence and applying ethical principles) were lower than desired. As described in Criterion 2.7, methods for drilling deeper into the nuances of ongoing alumni confidence to perform program competencies are being pursued for the coming academic year. Percentage of faculty research projects with non-university collaborative partners (Objective 22): Faculty research projects involving non-university collaborators fell under 1 Oregon State University tracks have moved to their own competency model in preparation for the new College of Public Health and Human Sciences, and were not included in the most recent track competency reviews. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 29

the strong 66% target set. The proportion of community collaborative projects has, however, remained steady during this accreditation interval. As community collaboration is a value of the partner universities, efforts will continue to increase funded scholarship activities with community partners. Percentage of students attending the annual Student Symposium (Objective 23): Target values for this objective remain aspirational. The program historically has had Student Symposium attendance lower than the target set, yet faculty and program leadership intend for greater participation and continue to implement strategies to positively affect this outcome. Most recently, these have included new faculty-led workshops to support students in submitting their work for oral or poster presentation. Percentage of track required courses addressing cultural competence in a manner appropriate to course content (Objective 47): All required courses in three of the four Portland area tracks (Epidemiology/Biostatistics, Health Promotion, Primary Health Care and Health Disparities) include development of specific skills related to cultural competence; in the fourth track (Health Management and Policy), 38% of track required courses do, although this track also includes a discrete course with ethics and cultural competence at its core. The program will continue to monitor all tracks to assure that cultural competence is mapped into the required curricula for all students. Percentage of students reporting satisfaction with cultural climate, and percentage reporting feeling included on campus and in the program (Objectives 49, 50): Both are new Annual Student Survey measures as of AY2011-12 and thus are without historical context to determine trends. The program plans to work with Student Leadership Council and the Diversity Subcommittee to gather additional detail about opportunities for improvement. Oregon MPH Program Office staff-to-student ratio (Objectives 52, 53): One track did not meet target levels in AY2009-10, but hired a 1.0 FTE administrator and has met the target in subsequent years. The Oregon MPH Program will meet this target as it moves to a two-campus entity in 2014. In the meantime, the universities have provided additional support in the forms of increased FTE for permanent staff and supplemental funding for hourly and student workers. Percentage of admitted students meeting recommended GRE threshold (Objective 58): Admissions criteria in the program are recommended targets for prospective students, rather than fixed limits. As described in Criterion 4.3, applicants are reviewed as a total package of qualifications, and no one criterion is defining. This means that strong prospective students may be admitted based on a combination of factors other than GRE scores. Graduation rates among students admitted on the basis of other strengths remain high. Faculty FTE per track and Student-to-Faculty ratio (Objectives 62, 63): The Primary Health Care and Health Disparities (PHCHD) track did not meet the target 3.0 FTE in AY2011-12, but in that academic year hired both full- and part-time permanent faculty. The PHCHD track maintains 4.25 dedicated FTE as of AY2012-13. Additionally, the Health Management and Policy (HMP-PSU) track did not meet student-to-faculty ratio levels during these reporting years. As described in Criterion 1.7, a recently approved doctoral program in that unit is anticipated to bring two new 1.0 faculty positions, each of which would directly benefit this OMPH Program track through shared instruction of coursework. The International Health (IH) track did not meet the student-to-faculty ratio target in AY2009-10, but FTE was increased among existing faculty and the track met the threshold in subsequent years. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 30

1.2.d Description of the manner in which the self-study document was developed, including effective opportunities for input by important program constituents, including institutional officers, administrative staff, faculty, students, alumni and representatives of the public health community. The Oregon MPH Program has worked with Council on Education for Public Health to outline an approach to the reaccreditation self-study during this time of transition. Overarching responsibility for the self-study rests with the Program Director and faculty governance committees, combined for this interval into a single Self-Study Steering Committee (SC). The self-study document was provided to all core faculty, as well as the SLC and EAC for review and comment, and was posted to the Oregon MPH Program website for student, alumni, and outside review. The DOC provided final program-level approval of the self-study, and the Provosts provided campus-level approval. The entire self-study process was supported by the Program Coordinator, hourly staff, and Graduate Administrative Assistants, in addition to administrative staff in each of the tracks. The DOC approved the preliminary self-study for submission on May 13, 2013, and it was submitted to CEPH on May 24, 2013. The draft was posted to the Oregon MPH Program website on June 7, 2013 for review and comment by all constituencies. The final self-study was was approved for submission on September 18, 2013, by the DOC. In summary, the self-study process was: The Program Director discussed self-study deliverables and timeframes with all governance committees. The DOC and Program Director established parameters with CEPH regarding how to present information and respond to criteria, given the program s pending transition. The DOC convened the Self-Study Steering Committee (SC) of CC and APC membership. Criterion assignments were developed by the DOC, Program Director, and SC for the standing subcommittees, including Diversity, Workforce, and Field Experience. Additional self-study subcommittees also were convened, including Student and Career Advising, Research, and Distance Programs. Input from campus and track communities was obtained, throughout. Additional administrative support was secured and funded through the Provosts offices at OHSU, PSU, and OSU. Initial drafts of sections were developed by the Program Director and standing subcommittees, supported by the Program Coordinator and administrative staff; draft sections were reviewed in SC and DOC meetings. The preliminary self-study document was circulated to program constituents, including PSU and OHSU Provosts, for review and comment, and the penultimate self-study was posted to the website with notification to broader constituencies in order to garner additional input. All comments were addressed and integrated. Final approval to submit the report to CEPH was provided by the partner Provosts Offices. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 31

1.2.e Assessment of the extent to which this criterion is met, and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met with commentary. Strengths: Processes and procedures are established for program planning and evaluation, and these are effective in providing critical feedback both in terms of strengths and areas for improvement. Data collection procedures, including program goals and objectives, are in effect and provide evidence of the program s performance on a number of dimensions. Students, alumni, and external advisors are engaged in the evaluation process. The program maintains and supports a functional student database. Weaknesses: Some more pressing objective outcomes received greater attention in this accreditation interval than did the breadth of the MGO structure, thus limiting the power of the full evaluative tool. The volume of data collected at the track levels now necessitates new systems in order to increase efficiency and utility. As described throughout the self-study, some objectives were not met for one or more years, in some cases because of the program having missed review deadlines for those items or not yet reaching aspirational targets; others, however, represent opportunities for further investigation and/or improvement. Plans: New reporting systems are being evaluated for centralized data collection of student, faculty, and track activities. The MGO structure will be reviewed annually by the Program Director, faculty leadership, and DOC, to improve program operations and evaluation at all levels. The Program will follow-through on specific plans related to missed objective targets, and evaluate progress on those items during the program leadership s annual evaluation review. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 32

1.3 INSTITUTIONAL ENVIRONMENT The program shall be an integral part of an accredited institution of higher education. 1.3.a A brief description of the institution in which the program is located, and the names of accrediting bodies (other than CEPH) to which the institution responds. The Oregon MPH Program is, until July 2014, a collaborative entity offering ten specialty tracks across three partner institutions: Oregon Health & Science University (OHSU), Oregon State University (OSU), and Portland State University (PSU). Oregon Health & Science University and Portland State University are both located in Portland and Oregon State University is located in Corvallis, approximately 90 miles to the south. In July of 2014, OSU will be its own entity as an independent College of Public Health and Human Sciences, while PSU and OHSU will carry forward as the collaborative Oregon MPH Program. As such and at CEPH s instruction, information regarding OSU s institutional environment will be included in the resource files (Exhibit 1.3.b.OSU), so as to present the program as it will operate in the upcoming accreditation cycle. Oregon Health & Science University, founded in 1878, is the first institution in the state exclusively dedicated to the education of clinical health professionals, and is the state's only public academic health center. Its fundamental mission is to achieve excellence in education, research and scholarship, clinical practice and community service [Exhibit 1.3.a]. OHSU serves the citizens of Oregon as the primary center for education and research in the clinical health professions, as well as a provider of innovative clinical care. The university offers educational programs in dentistry, medicine, nursing, public health, engineering and other sciences, and has over 3,000 active research projects. In 2012, OHSU enrolled 2,800 students. Employing over 1,500 scientists, OHSU ranks in the top twenty among public medical schools, as well as in competitive research rankings according to data from the National Institutes of Health. With two hospitals and numerous primary care and specialty practices, OHSU promotes health and the prevention and treatment of disease in adults and children. OHSU is governed by a Board of Directors, whose members are nominated by the Governor and approved by the Oregon Senate. Portland State University s mission is to "enhance the intellectual, social, cultural, and economic qualities of urban life by providing access throughout the lifespan to a quality liberal education for undergraduates and an appropriate array of professional and graduate programs especially relevant to metropolitan areas [Exhibit 1.3.a]. Founded in 1946 in Oregon s largest population center, PSU maintains a strong commitment to student learning, research, and discovery, assessment and improvement, diversity on campus and in the curriculum, appropriate and innovative uses for technology, and connections to the community. In 2012, PSU enrolled 29,500 students. PSU s motto, Let knowledge serve the city, inspires faculty research locally and around the world. Many professors conduct research that addresses some of society s most perplexing challenges, providing students with firsthand knowledge and opportunities for collaboration in their communities. PSU offers graduate and undergraduate education in liberal arts and sciences, urban and public affairs, public health, social work, business administration, education, fine and performing arts, and engineering and computer science. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 33

In addition to the partner institutions regional accreditations by the Northwest Commission on Colleges and Universities, each also is accredited by a number of specialty bodies. These include: OHSU Accreditation Commission for Midwifery Education Accreditation Council for Pharmacy Education Accreditation Review Committee on Education for the Physician Assistant Accrediting Council for Continuing Medical Education Association to Advance Collegiate Schools of Business Commission of Accreditation for Dietetics Education Commission on Collegiate Nursing Education Commission on Dental Accreditation Committee of Accreditation of Education Programs for Emergency Medical Services Professions Council on Accreditation of Nurse Anesthesia Educational Programs Council on Education for Public Health Joint Review Committee on Education in Radiologic Technology Liaison Committee on Medical Education National Accrediting Agency for Clinical Laboratory Science PSU American Assembly of Collegiate Schools of Business American Chemical Society Commission on Accreditation of Healthcare Management Education Computing Accreditation Commission Board of the Accreditation Board for Engineering and Technology Council for the Accreditation of Counseling and Related Educational Programs Council on Education for Public Health Council on Social Work Education Education and Training Board Education and Training Board, American Board of Examiners through the American Speech-Language-Hearing Association Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology National Association of Schools of Music National Association of Schools of Public Affairs and Administration National Association of Schools of Theatre National Council for Accreditation of Teacher Education Oregon Teacher Standards and Practices Commission Planning Accreditation Board Professional Service Board, American Board of Examiners The Association to Advance Collegiate Schools of Business International OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 34

1.3.b One or more organizational charts of the university indicating the program s relationship to the other components of the institution, including reporting lines and clearly depicting how the program reports to or is supervised by other components of the institution. Each of the two partner universities organizational charts is presented below and indicates the colleges/schools and academic units in which Oregon MPH Program tracks are housed. The OSU organizational chart, which is a component of the program until July 2014, is presented in Exhibit 1.3.b.OSU. The Oregon MPH Program is woven into these institutions structures in two ways. The first is through the Program Director, who reports to the Dean or Dean s designee for each of the participating colleges/schools. The second mechanism is through the unit Chairs and Track Coordinators for each OMPH Program track, who serve on the program s governance committees. These faculty also report to the respective partner college/school Deans [Criterion 1.4]. A recent institutional development that supports the Oregon MPH Program collaborative is the OHSU-PSU formal Strategic Alliance, founded by the two university Presidents (see http://www.pdx.edu/president/ohsu-psu for current details and documentation). The purpose of this alliance is to establish formal channels through which the two universities together can leverage state resources and meet educational needs in the Portland region and Oregon as a whole. A collection of academic and other initiatives have been selected as the cornerstones of this partnership, among which and often the first mentioned is collaborative public health programming. The Oregon MPH Program already is benefitting from administrative channels forged as a function of this formal alliance, including the development of a joint degree between OHSU and PSU for the new two-university OMPH Program [Criterion 2.1]. In this new format, all enrolled formally would be students of both universities, and the degree irrespective of in which track students were enrolled would bear both institutional seals. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 35

Figure 1.3.b.i OHSU, Institutional Organizational Chart OHSU Institution and School-level Organizational Charts OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 36

Figure 1.3.b.ii OHSU, School of Nursing Organizational Chart OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 37

Figure 1.3.b.iii OHSU, School of Medicine Organizational Chart OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 38

Figure 1.3.b.iv PSU, Institutional Organizational Chart OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 39

Figure 1.3.b.v PSU, College of Urban and Public Affairs Organizational Chart OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 40

1.3.c Description of the program s involvement and role in the following: budgeting and resource allocation, including budget negotiations, indirect cost recoveries, distribution of tuition and fees and support for fund-raising personnel recruitment, selection and advancement, including faculty and staff academic standards and policies, including establishment and oversight of curricula 1.3.c.i. Budgeting and Resource Allocation The Oregon MPH Program Office is funded in equal shares through the resources of the three partner institutions. The Program Office budget includes the salaries of the Program Director and Program Coordinator, as well as for all Graduate Administrative Assistants, hourly Student Workers, and contractors including the program database programmer, retreat facilitators, and career advisors. The Program Office prepares an annual budget request for the Deans Oversight Council (DOC), and any negotiations occur between the Program Director and the DOC. The DOC approves the annual budget for the Program Office, and each DOC member is responsible for his or her university s allocation. The Memorandum of Understanding (MOU) delineating and affirming the three institutions commitment to the OMPH Program, detailing this financial relationship, and defining the role of the Program Office, is presented in Exhibit 1.3.e.i. Indirect cost recoveries and distribution of tuition and fees occur at the institutional, college/school, and unit levels, and are neither managed nor negotiated through the Oregon MPH Program structure. Development and fundraising occur at the institutional and college/school levels and are not administered through the Oregon MPH Program, although any donations made directly to the OMPH Program are processed through the Program Office Foundation account housed at PSU. 1.3.c.ii. Personnel recruitment, selection, and advancement For all partner campuses, procedures for faculty recruitment, development, promotion, tenure, and pay are based on the Oregon Revised Statutes, Oregon Administrative Rules, Oregon University (OUS) System benefit plans, internal management directives of the OUS, and federal law. Each institution, further, has its own policies and procedures surrounding personnel recruitment, selection, and advancement. Within each institution s guidelines, departments or units have authority to administer their own recruiting, hiring, and promotion, with the approval of their respective Deans and university Provosts. Portland State University is the only collective bargaining institution of the three campuses, and includes chapters of the American Association of University Professors (AAUP) and American Federation of Teachers (AFT). At the program administrative level, the Program Director hired as faculty within one of the participating academic units recruits, selects, and advances professional and student staff in the Program Office, according to the rules and guidelines governing the host institution. Each of the partner universities adheres to comparable Affirmative Action policies in recruiting and hiring faculty and staff, as determined by OUS policies and state and federal law. Recommendations related to hiring for faculty positions are made at the departmental/unit levels, with the ultimate decision to hire made by the respective Dean. Faculty and students from throughout the program are invited to and engaged in the faculty recruitment process. Plans for and progress in faculty recruiting within program tracks are discussed at the quarterly Coordinating Council meetings [Criterion 1.4]. Through that mechanism, program leadership stays abreast of hiring processes and informally provides input on recruitment and selection. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 41

The most recent hiring of non-student Oregon MPH Program Office staff was in December 2012, with recruitment of the current Interim Director. The DOC, in consultation with the three university Provosts, managed this appointment. Prior to this, the most recent full search for program staff was the past Program Director s hire in 2008, at which time there was broad faculty and student involvement from throughout the program. The DOC intends that there will be a full search for a permanent Program Director to assume the post in July 2014. 1.3.c.iii. Academic Standards and Policies Academic standards in the Oregon MPH Program are based upon program mission and goals, are in consideration of the policies of the universities and academic units in which each of the program s tracks are housed, and are relative to the current professional standards and competencies of the specific public health subspecialties. Within the partner institutions of the pending two-campus program, the Office of Graduate Studies within the Office of Academic Affairs (PSU) and Office of the Provost (OHSU) govern academic policies. The Oregon MPH Program faculty governance committees oversee, review, and agree upon uniform and/or compatible academic standards at the program level [Criterion 1.5]. Any negotiation of policies between the program and the host academic units occurs through these committees, with the support of the Program Director and DOC (as required). 1.3.d If a collaborative program, descriptions of all participating institutions and delineation of their relationships to the program. As of July 2014, the Oregon MPH Program will be housed within three colleges/schools across the two partner campuses: the Schools of Medicine and Nursing at OHSU, and the College of Urban and Public Affairs at PSU. Within these academic units, the Oregon MPH Program resides among four academic units: the Department of Public Health and Preventive Medicine (School of Medicine), Graduate Programs (School of Nursing), Division of Public Administration in the Mark O. Hatfield School of Government (College of Urban and Public Affairs), and School of Community Health (College of Urban and Public Affairs). All are equal partners in the governance and operations of the Oregon MPH Program, and representatives from each serve on all of the program s governance committees and subcommittees, with the exception of the Deans Oversight Council which now includes a single, shared School of Medicine/School of Nursing representative from OHSU [Criterion 1.5]. 1.3.e If a collaborative program, a copy of the formal written agreement that establishes the rights and obligations of the participating universities in regard to the program s operation. The program operates according to the interinstitutional agreements listed below and presented in Exhibits 1.3.e.i-iv. These were initially crafted in 2004-2008 to support the three-university collaborative, and began revisions in 2013 to a single MOU in preparation for the two-campus Oregon MPH Program. All Memoranda of Understanding governing the OMPH Program through June 2014 are included in the following Exhibits: Program Memorandum [1.3.e.i] Joint Campus Enrollment [1.3.e.ii] OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 42

Inter-campus Database [1.3.e.iii] Graduate Certificate in Public Health [1.3.e.iv] The proposed MOU, which would take effect in July 2014, specifies both the terms of the collaborative relationship, and the benefits and responsibilities it confers faculty and students through the newly established OHSU-PSU joint degree. This proposed new joint program MOU, which would supplant all others and currently is in approval channels, is included in: Interinstitutional Agreement Related to a Joint Graduate Degree or Certificate in Public Health [1.3.e.v] A letter of agreement committing to implementation of the joint campus MOU is included in Exhibit 1.3.e.vi. 1.3.f Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: The universities sponsoring the Oregon MPH Program each maintain their regional and many specialty accreditations, and are highly regarded institutions of higher learning. The partner universities have different yet complementary missions and are successful in their teaching and research. A new formal OHSU-PSU Strategic Alliance, crafted by the two university Presidents, not only supports the program through new administrative structure and policies, but also specifically identifies collaborative public health programs as a foundational element in the success of these efforts. While a collaborative structure is more complicated than a single organization, the program s lines of authority, decision-making, and resource allocation processes are clearly operationalized. The partner institutions have defined processes and guidelines for recruitment and hiring of faculty and staff, and the program has established informal channels for intercampus participation in faculty searches. The program has a series of MOUs providing terms for a variety of intercampus operations, and recently has updated these in preparation for and to support the new two-campus collaborative. In so doing, great effort was committed at all institutional levels to assure that opportunities for seamlessness now afforded by the two institutions had been explored and codified. Weaknesses: Transitioning to a new two-university program while operating as a threeuniversity collaborative requires institutional involvement from all partners and at all levels, as well as multiple systems for data tracking and accountability. Plans: Implement the joint degree MOU for Fall 2014 admissions to the new OHSU-PSU Oregon MPH Program. In preparation for the 2014 transition to the OHSU-PSU Oregon MPH Program, continue to explore additional opportunities for expansion, interinstitutional administrative alignment, and even greater seamlessness in program processes. Establish new routes of collaboration between the Oregon MPH Program and OSU s new independent College of Public Health and Human Sciences. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 43

1.4 ORGANIZATION AND ADMINISTRATION The program shall provide an organizational setting conducive to public health learning, research and service. The organizational setting shall facilitate interdisciplinary communication, cooperation and collaboration that contribute to achieving the program s public health mission. The organizational structure shall effectively support the work of the program s constituents. 1.4.a One or more organizational charts delineating the administrative organization of the program, indicating relationships among its internal components. The organizational chart for the Oregon MPH Program is presented in Figure 1.4.a.i. While the fundamental governance structure has changed little since 2006, there have been leadership changes as well as clarified roles and responsibilities for improved coordination. Figure 1.4.a.i. Organization Chart for the Oregon MPH Program OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 44

Organizational charts for the program s four partner colleges/schools within which the Oregon MPH tracks are presented in Criterion 1.3, Figures 1.3.b.i.-1.3.b.v. 1.4.b Description of the manner in which interdisciplinary coordination, cooperation and collaboration occur and support public health learning, research and service. As a collaborative program with four subspecialty tracks between the Portland campuses and a total of 10 including those at the Corvallis site the Oregon MPH Program operates with an expectation that all parties will support interdisciplinary coordination, cooperation, and collaboration in public health learning, service, research, and governance. Several processes and program activities demonstrate the manner in which this work is carried out: Learning: The Oregon MPH Program s mission, goals, and governance structure specify that the program ensures a learning environment that supports, expects, and relies upon working together across disciplinary lines. Program curricula feature service learning and community-based emphases, as specified in program goals and reflected in the Program Learning Competencies [Criterion 2.6]. These require collaborative arrangements between program faculty, students, and community partners. For example, all tracks require a formal field placement, which is a cooperative service-learning effort between agencies/organizations and the program. In addition, specific courses required in some tracks and available as electives to students throughout the program also include community-based collaborative activities with local agencies and organizations. Such courses include: PAH588 Program Evaluation and Management in Health Services, PHE517 Community Organizing, CPH521 Social Determinants of Health, CPH523 Global Perspectives and Program Development, and CPH507A Current Issues in Public Health. The program features five active formal dual degrees, in each of which program faculty from both departments share responsibility for planning, oversight, and administration: MURP/MPH (HP), MSW/MPH (HP and HMP), MD/MPH (Epi/Bio), PhD/MPH (PHCHD), and DVM/MPH (all OSU tracks). 2 Core courses, taught in analogous offerings at all campuses and across tracks, are planned and overseen by teams of core course instructors, and maintain common competencies and comparable learning activities. Together, these faculty teams develop course titles that build on the strengths of their respective disciplines, and which meet the needs of the enrolled students who similarly come from the breadth of our specialty tracks. Interdisciplinary student learning is enhanced and supported by the intercampus registration process that allows students to take classes across the partner campuses from a broad range of departments that includes, but also extends beyond, public health. Students have taken courses in departments including Sociology, Psychology, Women s Studies, Urban Planning, Communication, Global Health, Anthropology, Biology, Medicine, and graduate certificate coursework in sustainability and gerontology. Oregon MPH Program classes regularly include guest lecturers from a variety of community and academic settings and professional backgrounds, providing students 2 The Oregon MPH Program also includes a sixth approved formal dual degree: the MS/MPH (PHCHD). It is currently an inactive degree option, with the last graduate completing before this accreditation cycle. The PhD/MPH, currently active but without students, will be removed from the university catalog in AY2013-14 due to non-enrollment. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 45

Service: broad exposure to a range of professional disciplines. Frequent community contributors to the Oregon MPH Program include speakers from the state and county health departments; local health systems; not-for-profit public health, policy, and social service organizations; and the Northwest Portland Area Indian Health Board. Interdisciplinary service is supported by the Program Office through regular listserv and website posting of service opportunities, and through the sponsorship of educational and public health events in the community. Such events include co-sponsorship with the Oregon Public Health Association, African American Health Coalition, Oregon Health Authority, Portland Community College, LGBTQ Health Coalition of the Columbia, and others. Oregon MPH Program faculty regularly coordinate with external agencies and organizations to help meet specific needs. Such activities commonly include developing seminars or trainings, participating on projects, and serving on advisory boards [Template 3.2.1 and Template 3.2.1.OSU]. The partnering campuses and program explicitly support these activities through stated values for community engagement, and by providing flexibility in work schedules to allow for such activities. Research: Oregon MPH Program faculty regularly engage in collaborative and interdisciplinary research teams, both within their own universities and with researchers and practitioners outside the OMPH Program [Criterion 3.1.b]. A number of faculty research projects each year include opportunities (funded and nonfunded) for OMPH Program student research assistants, providing them exposure to collaborative and interdisciplinary research processes and environments [Template 3.1.1]. The program hosts the Oregon MPH Program annual Student Symposium, at which students present their work a portion of which are community-based projects to peers, faculty, and local practitioners [Exhibit 3.1.e.iii]. The range of symposium topics that address interdisciplinary coordination and community-based learning and research demonstrates the emphasis placed on these values in the Oregon MPH Program, and support of those skills through curricula and mentoring. Governance and Program Operations: The Oregon MPH Program Office supports interdisciplinary coordination and cooperation by organizing and facilitating the program development work of faculty, staff, and students from across the tracks. The interdisciplinary, collaborative Oregon MPH Program governance structure [Criterion 1.5] is comprised of the Deans or their designees from the participating universities, senior faculty members representing five academic units, Track Coordinators representing the four Portland-based tracks (and until AY2012-13 also the six OSU tracks), alumni, and campus, first-year, and second-year student representatives from throughout the program. These are, by definition, interdisciplinary teams determining the shape and trajectory of the program in all respects. The program is guided by an External Advisory Council representing multiple professional organizations and public health disciplines, and making recommendations to the program about curricula and other activities. The Student Leadership Council, working with faculty and students from all program tracks, affords members opportunities to develop and hone collaborative governance skills in a supportive environment. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 46

1.4.c Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: The Oregon MPH Program operates as a collaborative entity and provides a firm foundation for cooperative and interdisciplinary learning, research, and service through its stated mission, values, and learning competencies. Interdisciplinary cooperation also is reflected in the governance structure at all levels. Faculty are engaged in a range of cooperative and collaborative research and service projects, and students have opportunity to benefit from these both directly as project assistants and indirectly as projects inform class teachings. Students in their work, also, participate in interdisciplinary and collaborative teams, as indicated in their Student Symposium topics, field placements, and course projects. Weaknesses: No weaknesses identified in institutional setting. Plans: Implement the redesigned collaborative governance structure to meet the needs of the two-campus collaborative program. Continue, with program partners, to support and further develop the multiple active dual degree programs. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 47

1.5 GOVERNANCE The program administration and faculty shall have clearly defined rights and responsibilities concerning program governance and academic policies. Students shall, where appropriate, have participatory roles in the conduct of program evaluation procedures, policy setting and decision making. 1.5.a A list of standing and important ad hoc committees, with a statement of charge, composition and current membership for each. The program operates with an overarching body of Deans and Deans designees, two standing faculty administrative leadership committees, an External Advisory Council, Student Leadership Council, Alumni Subcommittee and three faculty subcommittees, who together guide and facilitate Oregon MPH Program operations as outlined in OMPH Program Bylaws [Exhibit 1.5.c]. Each of these committees is briefly described, below. Committee: Function: Composition: Deans Oversight Council (DOC) Acting on behalf of the Provosts, serves as ultimate authority in the Oregon MPH Program; exercises final decision-making over issues of budget, program leadership, oversight of program assessment, and program growth and development. Promotes the joint welfare of the statewide program, and serves as an advocate for the instructional, research, community service, and professional activities of the program. The three Deans or Deans designees from the partner colleges/schools of the member institutions. A chair is elected from among the membership, for a term of two years. Meeting Frequency: Minimum of once per academic quarter. Current Members: Tom Becker, MD, PhD, Professor and Department Chair, Department of Public Health and Preventive Medicine, OHSU (Chair) Carlos Crespo, DrPH, MS, Interim Dean, College of Urban and Public Affairs, Portland State University S. Marie Harvey, DrPH, Associate Dean for Research and Graduate Programs, Professor of Public Health, College of Public Health and Human Sciences, Oregon State University Committee: Function: Composition: Coordinating Council (CC) One of two faculty leadership bodies, advises the DOC through the Program Director regarding specific policy and processes supporting program planning, strategy development, and accreditation compliance. Facilitates review of program mission, goals, objectives, and competencies. The Workforce Development and Diversity Subcommittees report to this body. Two senior members of the program from each partner campus, chaired by the Program Director. All members are voting members. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 48

Meeting Frequency: Minimum of once per academic quarter. Current Membership: Liana Winett, DrPH (Chair), Interim Program Director, Oregon Master of Public Health Program Committee: Function: Composition: Sherril Gelmon, DrPH, MHSc, Professor, Health Management & Policy Anna Harding, PhD, Professor and Co-Director School of Biological and Population Health Sciences William E. Lambert, PhD, Associate Professor, Epidemiology & Biostatistics Leslie McBride, PhD, MEd, Interim Director, School of Community Health Deborah Messecar, PhD, MPH, RN, Associate Professor, Primary Health Care & Health Disparities Sheryl Thorburn, PhD, Professor and Co-Director, School of Social and Behavioral Health Sciences Academic Program Committee (APC) One of two faculty leadership bodies and comprised of Track Coordinators, this committee represents the track-level of the program, and is advisory to the CC and DOC. Assures effective coordination among the tracks in serving students. Coordinates curricula across the program, provides review of proposed curricular changes, and oversees admissions and graduation requirements. The Field Experience and Alumni Committees report to this body. One Track Coordinator the lead faculty administrator who works directly with curriculum and represents his/her track at the institutional level from each track site, and one student representative from each partner campus. [Effective 2011-12, one Track Coordinator represented all tracks from OSU on this committee, on a consultative basis.] All members are voting members. When the APC acts separately from the CC, a chair shall be elected from among the membership for a term of one year. Meeting Frequency: Minimum of once per academic quarter. Current Membership: Stephanie Farquhar, PhD and Judith Sobel, PhD, MPH Rochelle Fu, PhD Katherine Bradley, PhD, RN Anthony Veltri, PhD Neal Wallace, PhD Alison Fryman Emily Matza Julie Reid Health Promotion Epidemiology/Biostatistics Primary Health Care & Health Disparities Oregon State University, all tracks [Consultative basis] Health Management & Policy OHSU Campus Student Representative PSU Campus Student Representative OSU Campus Student Representative OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 49

Committee: Function: Composition: Student Leadership Council (SLC) Provides recommendations and input to the Oregon MPH Program via the Program Director and Program Coordinator. Makes recommendations regarding, and helps coordinate, New Student Orientation, the Annual Student Symposium, student surveys, and other student affairs. One member shall be invited to serve on each standing and ad hoc faculty subcommittee, unless student confidentiality would be compromised by so doing. Three Campus Representatives, one from each collaborative institution, two Student Representatives (one 1 st -year, one 2 nd -year) from each OMPH Program track, and at least one dual degree (MD/MPH, MSW/MPH, and/or MURP/MPH) student representative. Representatives are elected and/or appointed from within their tracks. The committee shall appoint a chair from among the membership of 2 nd -year and Campus Representatives. [Note, effective AY2011-12, OSU will supply only a Campus Representative, so they may focus on developing their internal student governance structure.] Meeting Frequency: Minimum of once per academic quarter. Current Membership: Allison Fryman Julie Reid Emily Matza Beth Hooker Renee Huizinga Emily Matza Jee Park Jordan Rawlins and Annan Sheffield Chelsea Whitney TBD OHSU Campus Representative OSU Campus Representative PSU Campus Representative Epidemiology/Biostatistics (2 nd Year) MSW/MPH, Health Promotion (3 rd Year) Health Management & Policy (2 nd Year) Primary Health Care & Health Disparities (2 nd Year) Health Promotion (2 nd Year) Health Promotion (3 rd Year) MD/MPH, Epidemiology/Biostatistics *All tracks will elect 1 st Year representatives for AY2013-14 in October 2013. Committee: Function: External Advisory Council (EAC) Serves in an advisory capacity to the DOC via the Program Director regarding: the changing needs of the public health workforce, representing the public health professional community, community needs and feedback, trends affecting public health education, strategic directions, raising awareness and understanding of MPH careers, career opportunities for MPH graduates, and workforce development needs the program could help fill. Members of the EAC serve two-year appointments that may be renewed by mutual agreement. The EAC meets a minimum of once per academic quarter. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 50

Composition: No fewer than 15 community partners representing the populations and practice perspectives of Oregon and Southwest Washington, in fields related to public health. Membership also includes the OMPH Alumni Association President. Meeting Frequency: Minimum of once per quarter. Current Membership: Laurel Bentley, MPH Health Services Development Administrator, Multnomah County Health Department Alumna Carol Cheney Equity Manager, OHA Office of Equity and Inclusion Judith Cleave, MPH, RN Team Supervisor, Marion County Health Department Alumna Morgan D. Cowling, MPA Executive Director, Oregon Coalition of Local Health Officials Tom Engle, RN Manager, Community Liaison Section, Oregon Dept. of Human Services Programs Chair: Oregon Public Health Association Emily Gaige, MPH Health Faculty, Portland Community College, Oregon MPH Program Alumni Association President Alumna Mitch Greenlick, PhD Oregon State Representative (District 33, Portland) Mary Lou Hennrich, MS, RN Founding Executive Director, Oregon Public Health Institute Jamie Jones, MPH Research Associate, CROET/Oregon Health & Science University Alumna Rachelle Katter, MPH Health Faculty, Portland Community College Alumna Paul Lewis, MD, MPH, CPH Health Officer, Clackamas County, Oregon Alumnus Corliss McKeever, MSW President and CEO, African American Health Coalition Alan Melnick, MD, MPH, CPH Health Officer, Clark, Cowlitz, Skamania and Wahkiakum Counties Kylie Menagh-Johnson, MPH Independent Consultant Alumna OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 51

Committee: Function: Composition: Ruth Ann Tsukuda, EdD, MPH Associate Director for Education: Northwest Mental Illness Research, Education and Clinical Center, Portland VA Medical Center Victoria Warren-Mears, PhD, RD, LD Director, NW Tribal Epidemiology Center, NW Portland Area Indian Health Board Diversity Subcommittee Reports to the CC. Provides advisory support, guidance, and recommendations on recruitment of students, faculty, and staff from diverse and underrepresented populations. Also develops and promotes strategies that foster a welcoming and culturally sensitive community for all students, faculty, and staff. At least three faculty members, one from each collaborative institution. Student representatives will be invited to join and student membership is preferred. A chair will be elected from the faculty membership for a term of one year. Meeting Frequency: Minimum of two meetings per year. Current Membership: Carlos Crespo, DrPH, MS (Co-chair) Committee: Function: Composition: Rochelle Fu, PhD (Co-chair) Emily Gaige, MPH Kelly Gonzales, PhD Catherine Salveson, PhD, RN Chelsea Whitney Field Experience Subcommittee Health Promotion Epidemiology and Biostatistics OMPH Alumni President Health Promotion Primary Health Care & Health Disparities Student Representative, Health Promotion Reports to the APC. Provides ongoing development, review, and evaluation of the program s Field Experiences for students. Comprised of the Field Experience Coordinator from each track and the Program Coordinator. Also includes the three Student Campus Representatives (beginning AY2013-14). The chair is elected from among the faculty membership, for a term of one year. Meeting Frequency: Minimum of two meetings per year. Current Membership: William Lambert, PhD (chair) Lucy Cunningham, MPH Sherril Gelmon, DrPH, MHSc John Jessup, MPH, RN Alison Schneiger, BS Faith Vawter, MPH Epidemiology and Biostatistics Health Promotion Health Management & Policy Primary Health Care & Health Disparities Oregon MPH Program Coordinator Oregon State University, all tracks [Consultative basis] OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 52

Committee: Function: Composition: Workforce Development Subcommittee Conducts assessments of, and develops policies, programs, activities, and community alliances designed to provide continuing education to the public health workforce. Evaluates program-sponsored workforce development programs, and reviews, approves, and evaluates workforce development initiatives at the track levels. At least three faculty members, one from each collaborative institution. Student membership is encouraged but not required. The chair is elected from among the faculty membership, for a term of one year. Meeting Frequency: Minimum of two meetings per year. Current Membership: Neal Wallace, PhD (chair) Katherine Bradley, PhD, RN William Lambert, PhD Judith Sobel, PhD, MPH Health Management and Policy Primary Health Care and Health Disparities Epidemiology & Biostatistics Health Promotion Committee: Function: Composition: Alumni Subcommittee Provides leadership and organizing for Oregon MPH Program alumni. At least one faculty member, three alumni, and the Program Coordinator (ex-officio). Student representatives will be invited. The Alumni President will be elected from within the membership for a term of one year. Meeting Frequency: Minimum of two meetings per year. Officers: Emily Gaige, MPH President and Chair, Health Management and Policy Jamie Jones, MPH Deborah Messecar, PhD, MPH, RN Faculty Advisor Vice President, Health Promotion 1.5.b Identification of how the following functions are addressed within the program s committees and organizational structure: general program policy development planning and evaluation budget and resource allocation student recruitment, admission and award of degrees faculty recruitment, retention, promotion and tenure academic standards and policies, including curriculum development research and service expectations and policies 1.5.b.i. General program policy development The Deans Oversight Council (DOC), acting on behalf of the university Provosts, is the ultimate policymaking body to which the Oregon MPH Program reports. The DOC maintains final decision-making authority over issues of budget, as well as program leadership, evaluation, and OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 53

planning for the program s growth and development. The DOC promotes the joint welfare of the program through this oversight function, and as advocate for the instructional, research, community service, and professional activities of the OMPH Program. With a direct reportingline relationship, the Program Director and DOC work together on matters of resource allocation, facilitating inter-institutional administration, and establishing program priorities. The DOC meets a minimum of once each quarter, and more frequently, as needed. The DOC members are consistently and reliably available to the Program Director for consultation. Under authority of the DOC, the Program Director is responsible for monitoring program-wide activities, developing needs, external trends that have bearing on the program, stakeholder feedback, and program evaluation outcomes. Based on these, the Director recommends policy changes and facilitates policy discussions among faculty leadership for final consideration by the DOC. The Director also solicits feedback from Student Representatives on policy questions affecting their experience with the program, to in turn discuss with the faculty committee or subcommittee maintaining oversight of that area. The Coordinating Council (CC), chaired by the Program Director, is composed of two senior representatives from each university partner, for a total of seven members. Beginning in AY2012-2013, the two OSU members moved to an advisory role and remain available for consultation, as needed. This results in a regular CC membership of four faculty members from OHSU and PSU. The CC is responsible for policy governing program operations, representing all faculty in program planning, assuring internal coordination among the academic units, and working closely with the Program Director in planning for ongoing quality improvements. Examples of policies initiated at the CC level and approved by the DOC include the program bylaws, established since the last self-study. In addition to the CC, the Academic Program Committee (APC), comprised of the program s Track Coordinators, makes policy recommendations related to alignment of the program at the track level. In particular, this committee is concerned with admission standards and practices, curricula and programs of study, and field and culminating experiences. Examples of policies addressed by the APC include admission standards alignment across all tracks, field and culminating experience minimum standards, core and required course waiver guidelines, and the program s syllabus policy. As with the CC, in AY2012-13 the OSU APC representatives are representred by a single member, who moved to an advisory capacity and is available for consultation. As such, the APC now has a regular membership of four Track Coordinators. Because both faculty governance committees are smaller with representatives in each from only the four Portland tracks, the CC and APC currently are meeting as a committee of the whole. As the program s governance structure is re-imagined in preparation for the 2014 program restructure, the format of these two committees also is being re-envisioned. The penultimate draft of the 2014 bylaws includes a single faculty governance committee comprised of the former membership of the two. As the 2014 bylaws are presently at the end stages of approval, finalized details about the AY2014-15 governance structure will be available at the site visit. Each track s host academic unit also has active faculty governance structures that serve the MPH and other degrees offered therein, in addition to managing matters of departmental operations, promotion and tenure, and quality assurance. Faculty governance mechanisms common across program partners include regular faculty meetings, dedicated subcommittees (e.g., Admissions, Search, and Curriculum), and faculty retreats for the departmental strategic planning and goal setting that support the multiple degrees or programs in any one unit. It is the role of the Track Coordinators and CC members in these tracks to alert the host units to any OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 54

potential conflict between unit- and program-level policy and practices, and to bring back to the OMPH Program any specific unit-level policy needs to be addressed. 1.5.b.ii. Planning and Evaluation Program planning, development, and evaluation are shared functions of all of the governance committees and subcommittees described above, with specific contributions indicated by committee mandates. The DOC brings the long-range view of the host colleges/schools and campuses to the program, so that partners may determine how they may best be addressed in the context of the program. The DOC also reviews specific recommendations brought by faculty governance committees and the Program Director in response to evaluation findings, including from student and alumni survey data and Annual Track Reports [Criterion 1.2]. The CC, with input from the APC, considers program-level policy and directions, including changes to the mission, values, goals, and Program Learning Competencies. The CC also considers addition of graduate certificates, and broad planning for the addition of tracks or changes to program foci. The CC and APC, together, review student and alumni survey findings, as well as data produced in the context of the Annual Track Reports. For example, at the Fall 2012 Leadership Retreat the CC, APC, DOC, Student Representatives, and track administrative staff discussed complexities in intercampus registration, a topic of concern raised in both the student and alumni surveys. New procedures discussed in this forum were approved for spring registration of that same year. The two committees also are responsible for monitoring Mission, Goals, and Objectives indicators. The APC is responsible for crafting, implementing, and evaluating learning competencies at the track and required course levels (in conjunction with track faculty); establishing overarching guidelines for field and culminating experiences to ensure comparable requirements and rigor program-wide; and proposing changes to curricula based on evaluative findings and disciplinary trends. In addition to assessing track and alumni survey data with the CC and proposing solutions to areas of need, APC members also are responsible for collection and synthesis of Annual Track Report data. Further, they are responsible for monitoring feedback about their tracks from prospective and current students, and bringing any identified issues to the appropriate levels of the program for discussion and action. For example, one of the Epidemiology Survey faculty observed over several terms of teaching the course that the 3- credit class was not providing sufficient time to master the breadth of material, and did not allow students taking the survey core course (i.e., the non-epi/bio students) to seamlessly move into the Epi-II and Epi-III series offered at OHSU [Criterion 2.3.a]. As a result, the faculty member and her Track Coordinator proposed changing the breadth course required of the non-epi/bio students to a 4-credit Epidemiology-I offering, mirroring the one offered in the Epi/Bio track. The Track Coordinators discussed and approved the new course sections, as well as plans to change the course and credit requirements for these three tracks. The new course and credit requirements will take effect in Fall 2014. The Student Leadership Council also reviews findings from student and alumni surveys and in 2013 considered new ways to reach out to alumni to gather additional details on particular responses. In particular, the students recommended an additional survey that they would help administer. These recommendations will be revisited during AY2013-14. The Annual Leadership Retreat is a forum designed to bring together the DOC, CC, APC, and Student Campus Representatives specifically for purposes of group planning and evaluation. At these retreats, administrators, faculty, and students work together in groups to discuss OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 55

opportunities and challenges, and to identify priorities and specific plans for action. Examples of planning and assessment addressed in the context of recent leadership retreats include: Specific steps and needs relative to the 2014 program transition [October 2011, December 2011, October 2012] Specific proposals, based on student feedback, to improve intercampus registration [October 2012] Re-envisioning of two-campus OMPH Program in light of student feedback, and opportunities to further enhance seamlessness [October 2011, December 2011, October 2012] Curricular changes based on trends in the field, including whether, how, and when to integrate public health biology into the program, and an assessment of current coverage of ethics in the curriculum [November 2010, October 2012] The External Advisory Council, which meets quarterly, discusses opportunities for the program to better meet the professional needs of the region, ways to enhance practice-program relationships, in general, and strategies to bring practice perspectives to students. In recent years they have helped consider and propose methods to addresses perceived gaps in the curriculum, evolving skill sets needed of MPH graduates, strategies to recruit underrepresented students into the Oregon MPH Program, and approaches to breaking down academic/practice walls in the new two-campus program. The latter was considered by participants to be a prime opportunity for the program in its new form, as these two campuses are uniquely seated in the state s population center, in close proximity to four county seats (one across the Columbia River in Southwest Washington), and in the same city as the state Oregon Health Authority/Public Health Division offices. These two campuses also are located a short 50 miles from the state s capitol, and all related agency offices. EAC members recommended exploration of an Academic/Practice partnership, and early conversations pursuing that idea are beginning. Additional evaluation and planning occur at the unit levels, facilitated by the individual Track Coordinators and Coordinating Council members housed in those units. It is primarily through this mechanism that track faculty discuss student and alumni survey findings and offer their suggestions to program leadership. It is also at this level in which course evaluations are collected and assessed; the Program Office works with units to supplement institutional course evaluations with program-specific competency evaluations [Criterion 2.7]. 1.5.b.iii. Budget and resource allocation Under the direction and with the approval of the DOC, the Program Director annually prepares and administers a central office budget [Criterion 1.6]. Both the CC and APC are advisory to the Director on major budget allocations through their recommendation of specific activities. Such recommendations often include external events to sponsor or in which to participate, marketing materials and website enhancements needed, and suggested logistics for hosted events (e.g., New Student Orientation, Student Symposium, Annual Leadership Retreat). While advisory, the CC and APC do not have direct budgetary authority. The partner universities equally fund the OMPH Program annual budget, and as such it is subject to the policies and directives of the participating institutions, as is any departmental budget. The campus that houses the Program Office, further, serves as the official employer of program staff, and thus has oversight of and provides policies determining payroll, benefits, and purchasing. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 56

1.5.b.iv. Student recruitment, admission and award of degrees Student recruitment is managed at both the program and track/unit levels, as determined by resources and program census. The Program Director oversees and is accountable for the primary student recruitment tool, the Oregon MPH Program website (http://www.oregonmph.org). The Director also is responsible for program outreach, including production of printed program materials, event tabling, and any placed advertisements. Departments recruit students into their tracks, and are required to use current versions of guiding statements, including competencies and program mission statement. The OMPH Program requires that the individual tracks identify themselves as a component of the larger program, and that they provide the URL for or link to the program website in materials and on individual websites. Admission to the OMPH Program is reviewed and recommended by the respective admissions committees of the academic units hosting the tracks, in accordance with the common standards agreed upon by the CC/APC [Criterion 4.3] and the policies of the participating campuses. All must adhere to Oregon University System guidelines. Each department acts on these recommendations and coordinates offers of admission and enrollment procedures for students in its respective degree option(s). Track faculty and administration also are concerned with retention, and review progress to degree for enrolled students. In circumstances in which questions arise relative to unique admissions, transfer, or progression situations, the Program Director may be asked to provide information and guidance in support of an OMPH Program student. Requirements for degrees are approved at a curricular level by program leadership (CC/APC), at the unit and campus faculty governance levels (e.g., curriculum committees and/or Graduate Council), and ultimately by the partner institutions (e.g., Academic Affairs Graduate Studies and/or Office of the Provost). The partner universities award degrees once all requirements have been met, and through June 2014, degrees are awarded by the campus to which students were formally admitted. Starting in July 2014, the OHSU-PSU Oregon MPH Program will become a formal joint degree, in which students will apply centrally via SOPHAS and files subsequently sent to the tracks for evaluation. Further, students will have institutional identities at both campuses, and the degree earned will bear both institutional seals. The draft MOU supporting the new joint degree program is presented in Exhibit 1.3.e.v. 1.5.b.v. Faculty recruitment, retention, promotion and tenure Faculty recruitment and tenure decisions are made at the unit, college/school, and institutional levels in accordance with Oregon University System, university, and unit-level guidelines and policies. Faculty, staff, and research personnel all are recruited in accordance with the institutions Affirmative Action guidelines. The Oregon MPH Program is represented in MPH faculty recruitment through the faculty and program leaders involved in the search process. Searches also regularly include Oregon MPH Program students as members of search committees, participants in meetings with candidates, and at candidate presentations. In this past accreditation interval, the Program Director also was invited to participate in faculty searches, and regularly attended faculty candidates presentations. 1.5.b.vi. Academic standards and policies, including curriculum development Academic standards and policies ultimately are determined at institutional levels, in accordance with Oregon University System, campus, and unit-level guidelines. The OMPH Program follows OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 57

these guidelines and balances policies across participating units by adopting the most conservative of the options or requesting special accommodation from the host campus. An example of the latter was a special request to the School of Nursing, host of the Primary Health Care and Health Disparities track, to extend the permitted time to graduation from four years to seven, to be in alignment with the majority of the OMPH Program. Even within the bounds of existing institutional policies, latitude exists to establish those most suited to the program. Examples include admissions standards, requirements to remain a student in good standing, non-program access to core courses, and field and culminating experience standards. The Program Director, CC/APC, and DOC determine such policies, as appropriate. All students are provided an OMPH Student Handbook that outlines the program, track, and host institution s policies and procedures with respect to graduate education and progress toward degree completion [Exhibit 2.1.b.i]. All inquiries related to program standards and policies are first handled by the Track Coordinators or unit Chairs, and are then referred, as needed, to the appropriate institutional or programmatic resource. Curriculum development is the responsibility of academic faculty within each track, approved by the APC and CC, and any proposed changes carefully follow standards and guidelines at the institutional level. 1.5.b.vii. Research and service expectations and policies The Oregon MPH Program and each of its component tracks comply with the academic regulations and policies of the Oregon University System and its respective sponsoring universities, colleges/schools, and departments. These policies require all regular, full-time faculty members to be held accountable for the quality of curricula and for their contributions to the tripartite missions of Oregon University System institutions: teaching, research, and service. Each institution monitors the relative research and service contributions of its faculty through its appointment review process, as outlined in faculty Promotion and Tenure guidelines [Criterion 4.2.a], and faculty report their research and service activities to the Program via their curriculum vitae [Exhibit 4.1.a] and Annual Track Reports [Criterion 1.2.a]. 1.5.c A copy of the bylaws or other policy document that determines the rights and obligations of administrators, faculty and students in governance of the program, if applicable. Current Oregon MPH Program bylaws, effective through June 2014, are presented in Exhibit 1.5.c. Program bylaws first were drafted in 2008, and were updated in AY2011-12 and AY2012-2013 to reflect ongoing assessment of what the program needs to best be supported by these program guidelines, and as a function of the planning and coordination necessary for the 2014 program reorganization. Program leadership have drafted new bylaws to support the twouniversity collaborative Oregon MPH Program, beginning in July 2014. The model currently includes a single, combined faculty governance committee, a strong DOC with representatives from the College of Urban & Public Affairs, the School of Medicine, and the School of Nursing, and additional roles for faculty historically outside the governance structure. The final 2014 program bylaws, anticipated to have received all requisite program and institutional approvals by fall, will be available at the time of the site visit [penultimate draft presented in Exhibit 1.5.c.i]. Other program policies assuring program alignment, including Core and Required Course Waivers, Approval of New Tracks, Biennial Review of Tracks, Calculation of FTE, OMPH Core and Required Course Syllabi, Distance Learning, Program Identification and Degree Completion, are presented in Exhibits 1.5.c.ii-ix. Oregon MPH Program track and program-level OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 58

Field Experience Minimum Standards are presented in Exhibits 2.4.a.i-ii, and Culminating Experience Minimum Standards in Criterion 2.5.a., Table 2.5.a.ii. All Program MOUs are presented in Exhibits 1.3.e.i-v. 1.5.d Identification of program faculty who hold membership on university committees, through which faculty contribute to the activities of the university. A complete list of the Portland-area core faculty committee memberships at the program, school, and university levels is presented in Table 1.5.d.i. Table 1.5.d.i. Oregon MPH Core Faculty University Committee Memberships (Portland- Area tracks) Track Last Name First Name Epi/Bio Adams Elizabeth Member Role Epi/Bio Adams Elizabeth Search Committee Organization (Body, Agency, etc.) OHSU Moore Foundation Community Outreach Committee Child Development and Rehab - OHSU Epi/Bio Adams Elizabeth Search Committee School of Dentistry OHSU Epi/Bio Andresen Elena Committee Member Epi/Bio Andresen Elena Committee Member Epi/Bio Andresen Elena Epi/Bio Andresen Elena Review Committee member Steering Committee Member Epi/Bio Andresen Elena Committee Member OHSU Institute on Development & Disability; Promotion and Tenure Committee OHSU University Committee on Academic Reviews Circle of Giving pilot research proposals. Department of OB/GYN Portland State University; Oregon Health & Science University Collaborative School of Public Health Tenure & Promotion Committee, Department of Public Health and Preventive Medicine Epi/Bio Becker Thomas Chairman MPH Advisory Committee Epi/Bio Becker Thomas Member PHCHD Bradley Katherine Member PHCHD Bradley Katherine Member PHCHD Bradley Katherine Member PHCHD Bradley Katherine member HP Brodowicz Gary PSU Student-Athlete Advisory Committee OHSU/PSU School of Public Health Steering Committee OHSU/PSU School of Public Health Steering Committee Oregon MPH Workforce/CE/Service Committee OHSU Center for Women's Health Leadership Council OHSU School of Nursing, Person Center Care Coordination Steering Committee Portland State University Department of Athletics Year(s) 2012 - present 2009-2010 2009-2010 2013- present 2013- present 2013- present 2012- present 2012- present 2003- present 2012- present 2013 2013 2013 2012- present 2010- present OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 59

Track Last Name First Name HP Brodowicz Gary HP Brodowicz Gary HP Brodowicz Gary HP Brodowicz Gary Member Role Faculty Senate (Educational Policies Committee) Faculty Mentor (Waseda University Visiting Scholar) Faculty Association Past President HP Carder Paula Application reviewer HP Carder Paula Application reviewer HP Carder Paula OMPH admissions committee HP Carder Paula Faculty Senate HP Carder Paula Faculty Senate PSU Organization (Body, Agency, etc.) PSU Faculty Development Program PSU-AAUP PSU-AAUP Faculty Association Contract Action Team CUPA Health Scholarship Committee Oregon Laurels Scholarship Committee Year(s) 2009-2010 2009 2009-2010 2009- present 2009-11 2009-11 PSU SCH 2009 PSU Faculty senate (Educational Policies Committee) PSU Faculty Senate (Senate implementation committee) 2010-2012 HP Carder Paula Faculty Senate PSU Faculty Senate 2013 Advisory Board, Department of HP Crespo Carlos Liberal Arts and Sciences - PSU Advisory Board Sociology, Center for Health and Member Social Inequalities, College of HP Crespo Carlos Advisory Committee Member HP Crespo Carlos Board Member HP Crespo Carlos Board Member HP Crespo Carlos Member HP Dinno Alexis Senior personnel Environmental Protection Agency, Portland State University. Green Streets Executive Committee of the College of Urban and Public Affairs - PSU Oregon Master of Public Health Coordinating Committee, Public Health Practice Office Committee CDC Prevention Research Center Advisory Board, Oregon Health and Science University PSU IGERT Grant: Sustaining Ecosystem Services to Support Rapidly Urbanizing Areas HP Dinno Alexis Member School of Community Health HP Dinno Alexis Chair MPH Curriculum Committee HP Dinno Alexis Chair MPH-MURP Dual degree committee HP Eckhardt Cara Member MPH Curriculum Committee HP Eckhardt Cara Member OMPH Symposium Abstract Committee 2011 2005- present 2009- present 2005- present 2005- present 2011- present 2009 2010 2009- present 2010-2012 2011- present 2009-2010 2010-2011 OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 60

Track Last Name First Name Role HP Eckhardt Cara Committee Member HP Eckhardt Cara Committee Member HP Eckhardt Cara Committee Member HP Eckhardt Cara Committee Member HP Eckhardt Cara Committee Member HP Farquhar Stephanie Member HP Farquhar Stephanie Faculty Senate Member Organization (Body, Agency, etc.) OMPH Symposium Poster Judge CUPA Health Scholarships Committee, PSU MPH Application Review Committee, PSU PSU Doctoral Curriculum Committee PSU SCH Faculty Search Committee Faculty Committee on Committees Faculty Senate, Portland State University HP Farquhar Stephanie Track Coordinator OMPH Program HP Farquhar Stephanie Chair PPT Committee HP Farquhar Stephanie Board of Director HP Farquhar Stephanie Member HP Farquhar Stephanie HP Farquhar Stephanie Board of Directors (Chair Elect) Faculty Senate Member Community-Campus Partnerships for Health School of Comm Health Curriculum Committee Community-Campus Partnerships for Health Portland State University Faculty Senate HP Farquhar Stephanie Chair MPH/PhD Curriculum Committee PHCHD Findholt Nancy Member OHSU Faculty Senate PHCHD Findholt Nancy Chair Epi/Bio Fu Rochelle Member Epi/Bio Fu Rochelle Member Epi/Bio Fu Rochelle Member Epi/Bio Fu Rochelle Reviewer Epi/Bio Fu Rochelle Member Epi/Bio Fu Rochelle Member Epi/Bio Fu Rochelle Member Epi/Bio Fu Rochelle Track Coordinator Research Council for OHSU School of Nursing Oregon MPH Sub-Committee - Cultural Diversity Oregon MPH Sub-Committee - Cultural Diversity Oregon MPH Steering Committee Women in Academic Medicine, OHSU School of Medicine MPH Committee, Public Health & Preventive Medicine Retreat Committee, Public Health & Preventive Medicine Biostatistics MS Certificate program committee (Chair of Curriculum committee, Member of Admission committee) Oregon MPH, Epi/Biostatistics Track, Academic planning committee Year(s) 2010 2012 2012 2011- present 2011-2012 2009-2010 2008-2010 2003-2008, 2012- present 2009-2010 2005- present 2009- present 2010- present 2012-2014 2012-2014 2010 - present 2009 - present 2005-2012 2013 - present 2013 - present 2012- present 2012 - current 2011 2012 2007- present 2009-2012 OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 61

Track Last First Organization Role Name Name (Body, Agency, etc.) Year(s) HMP Gelmon Sherril Member Oregon MPH Program 1996- Coordinating Council present HMP Gelmon Sherril Member Oregon MPH Program Field 2005- Experience Subcommittee present Epi/Bio Horner- 2007- Willi Committee Member IRB Chair s Advisory Council Johnson present Epi/Bio Horner- MPH Applicant Review Willi Committee Member Johnson Committee 2011 PHCHD Jessup John Member OMPH Field Experience 2009- Subcommittee present PHCHD Jessup John Member Oregon Masters in Public Health 2009- Programs' Diversity Committee present Board PHCHD Jessup John Member OHSU SON Diversity Task Force 2012 PHCHD Jessup John Member OHSU SON FILC 2012 PHCHD Jessup John Member OMPH Diversity Task Force 2010- present PHCHD Jessup John Member OMPH Field Experience 2011- Committee present HP Kaplan Mark Member Dean's P & T Advisory 2008- Committee 2013 HP Kaplan Mark Member PAP PhD Admissions 1998- Committee 2013 Epi/Bio Kravitz Jay Member Global Health Education 2003- Consortium, Governing Board present Epi/Bio Lapidus Jodi Director Biostatistics Certificate Program 2009- present Epi/Bio Lapidus Jodi Coordinator Biostatistics Curriculum 2006-2009 Epi/Bio Lapidus Jodi Committee Member Biostatistics Education Program 2008- Committee 2012 Epi/Bio Lapidus Jodi Program Director Biostatistics Master of Science 2011- present Epi/Bio Lapidus Jodi Chair Clinical Faculty Grant Review 2001- Committee present Epi/Bio Lapidus Jodi Leader Oregon Master of Public Health Student Symposium 2011 Oregon Masters of Public Epi/Bio Lapidus Jodi Member Committee Health, Epidemiology and 2009- Biostatistics Track Education present Epi/Bio Lapidus Jodi Member (2006-2012); Chair (2013) Epi/Bio Lapidus Jodi Grant Reviewer Epi/Bio Lapidus Jodi Grant Reviewer HP Lottes Jost Organizer & Speaker Promotion and Tenure Committee NIH, NIMHD Minority Health an Health Disparities International Research Training (MHIRT) Program NIH Fellowship Review Panel ZRG1 F16-L (20) PSU Alumni Organization Baby Boomer Series 2006- present 2013 2013 2010- present OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 62

Track Last Name First Name Role Epi/Bio Lowe Robert National Faculty HP Maty Siobhan Committee Member HP Maty Siobhan Chair Epi/Bio McCarty Dennis Vice Chair Epi/Bio McCarty Dennis Head Organization (Body, Agency, etc.) Institute for Healthcare Improvement "avoidable ED visit" project Faculty Grievance Committee, Portland State University President's Commission on the Status of Women, Portland State University Department of Public Health & Preventive Medicine, OHSU Division of Health Services Research Epi/Bio McCarty Dennis Member PHPM Executive Committee Epi/Bio McCarty Dennis Member Promotion and Tenure Committee Portland State University HP McGrath Moriah member President's Commission on the Status of Women PHCHD Messecar Deborah Representative Academic Program Track Council for OMPH program PHCHD Messecar Deborah Member Administrative Council PHCHD Messecar Deborah Representative Coordinating Council for the OMPH program PHCHD Messecar Deborah Member OHSU School of Nursing Academic Council PHCHD Messecar Deborah Member PHD Curriculum Committee Director of Primary Health Care PHCHD Messecar Deborah Director & Health Disparities Track of the OMPH PHCHD Messecar Deborah Secretary School of Nursing Faculty Governance PHCHD Messecar Deborah Faculty Advisor Oregon MPH Program Alumni Committee PHCHD Messecar Deborah member APT Committee PHCHD Messecar Deborah member Graduate Council, OHSU School of Nursing PHCHD Messecar Deborah member Track Coordinating council HP Messer Lynn Faculty Member Institutional Biosafety Committee HP Messer Lynn Reviewer Epi/Bio Mori Motomi Committee Member Epi/Bio Mori Motomi Committee Member Yaden Family Scholarship committee Clinical Research Review Committee, Knight Cancer Institute, OHSU Data Safety Monitoring Board, Oregon Center for Complementary and Alternative Medicine in Neurological Disorders, OHSU Year(s) 2009-2010 2007- present 2004-2007 2007- present 2004- present 2002- present 2002- present 2007- present 2004-2009 2009- present 2013 2011- present 2011- present foreverpresent 2013-2016 2013 2006- present 1999- present OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 63

Track Last Name First Name Role Epi/Bio Mori Motomi Committee Member Epi/Bio Mori Motomi Committee Member Epi/Bio Mori Motomi Chair Epi/Bio Mori Motomi Member Epi/Bio Mori Motomi Member HP Neal Margaret Faculty Senate Member HP Neal Margaret Senator HP Newsom Jason HP Newsom Jason Chair HP Newsom Jason Member director, statistical workshops Organization (Body, Agency, etc.) Data Safety Monitoring Board, Oregon Center for Complementary and Alternative Medicine: Expectancy & Outcome, OHSU Data Safety Monitoring Committee, Knight Cancer Institute, OHSU Promotion and Tenure Committee, Department of Public Health & Preventive Medicine, OHSU School of Medicine Promotion & Tenure Committee, Oregon Health & Science University School of Medicine Committee on Committees Faculty Senate, Portland State University Faculty Senate, Portland State University Summer Quantitative Method Series at Portland State University School of Community Health, PhD Subcommittee School of Community Health, Pay, Promotion, & Tenure committee HP Newsom Jason Member PSU faculty senate Epi/Bio Nguyen Thuan Member Epi/Bio Nguyen Thuan Member Epi/Bio Nguyen Thuan Member Search Review Committee, OCTRI, OHSU Search Review Committee, OCTRI, OHSU SOM Women in Academic Medicine Committee Epi/Bio Nguyen Thuan Member Search Committee, OCTRI Epi/Bio Nguyen Thuan Member Epi/Bio Nguyen Thuan Member PHCHD Northrup- Snyder Kathlynn Epi/Bio Park Byung Member PHCHD Salveson Catherine Member Diversity Admissions Task Force PHCHD Salveson Catherine Board Member Admission Committee, Division of Biostatistics, PHPM Curriculum Committee, Division of Biostatistics, PHPM OHSU, School of Nursing Clinical Reserch Review Committee, Knight Cancer Institute Oregon MPH Program Diversity Subcommittee Oregon Collaborative ofr Integrative Medicine Year(s) 2004- present 2006- present 2006- present 2007-2013 2012-2015 2008-2011 2008-2011 2008- present 2008-2013 2012-2013 2013 2011-2012 2008-2010 2008-2010 2012-2013 2012-2013- 2012- present 2012 2013 2006-2013 OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 64

Track Last Name First Name PHCHD Sistrom Maria Member PHCHD Sistrom Maria Member HP Sobel Judith Member HP Sobel Judith Member HP Sobel Judith Member Role Epi/Bio Stull John Program Director Organization (Body, Agency, etc.) Academic Council, OHSU School of Nursing Oregon MPH Program Workforce Development Subommittee Oregon MPH Program Academic Program Committee Oregon MPH Program Workforce Development Subcommittee Co-Track Coordinator for PSU HP OHSU Preventive Medicine Residency Epi/Bio Stull John Program Director OHSU MD-MPH Program Epi/Bio Stull John Member Epi/Bio Stull John Member HMP Wallace Neal Member HMP Wallace Neal Member HP Wallack Lawrence HP Wallack Lawrence HP Wallack Lawrence HP Wheeler Claire Member HP Winett Liana Member HP Winett Liana Member HP Winett Liana Member HP Winett Liana Member HP Winett Liana Member Chair, Search Committee, Dean, College of Liberal Arts and Sciences, 2010-11 Research Advisory Council Financial Futures Committee HP Winett Liana Chair, Ex Officio OHSU School of Medicine Curriculum Committee OHSU Physician Assistant Program Curriculum Committee Oregon MPH Program Academic Program Committee Oregon MPH Program Workforce Development Subcommittee Portland State University Portland State University Portland State University School of Community Health Curriculum Committee Oregon MPH Field Experience Committee AAUP PSU Workload Committee Oregon MPH Program Academic Program Committee AAUP PSU Nominating Committee OHSU/PSU Collaborative SPH Faculty Steering Committee Coordinating Council, Steering Committee, Oregon Master of Public Health Program Year(s) 2007- present 2007- present 2012- present 2013 2012- present 2007- present 1999- present 2006 2012 2006 present 2005- present 2006- present 2010-2011 2009-2010 2010-2011 2007- present 2009-2012 2010-2011 2010-2012 2012 2011- present 2013 OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 65

Faculty committee membership at OSU is presented beow in table 1.5.d.ii. As indicated in these tables, OMPH Program faculty members are active participants in a wide range of committees at all levels of institutional governance, and across a multiplicity of programs. Table 1.5.d.ii OSU Core Faculty Committee Memberships College of Public Health and Human Sciences Faculty Serving on University-level Committees Committee/Council Name Faculty Name AY2011-12 AY2012-13 Applied Economics Advisory Committee S Bernell S Bernell Associate Dean's Advisory Council to the Vice President for Research M Harvey M Harvey Center for Latino/Latina Studies and Engagement (CL@SE) Strategic Advisory Committee M Harvey M Harvey Center for Genome Research and Biocomputing, Committee Member M Kile M Kile Chemical Safety Committee A Veltri Commencement Ceremony, Graduate Marshall M Harvey M Harvey Commencement Marshal, Undergraduate V Bovbjerg V Bovbjerg Difference, Power and Discrimination (DPD) Advisory Committee D Champeau Environmental Health Sciences Center Stakeholder Advisory Board for the Community Outreach and Education Core A Harding A Harding Environmental Health Sciences Center, Committee Member M Kile M Kile Environmental Sciences Interdisciplinary Program, Advisor A Harding A Harding Faculty Senate D Champeau E V Bovbjerg D Smit V Bovbjerg Champeau Faculty Senate, Executive Committee D Champeau D Champeau Faculty Senate, Promotion and Tenure Committee D Champeau D Champeau Faculty Senate, Research Council V Bovbjerg V Bovbjerg Geospatial Intelligence and Planning Task Force,University Excellence Initiatives S Carozza S Carozza International Degree Committee C Chi International Education Council C Chi Leadership Academy M Harvey M Harvey Misconduct Investigation Committee (MIC), Chair M Harvey OSU Undergraduate Research Working Group M Harvey M Harvey President's Commission on the Status of Women, Committee Member L Kincl Provost's Distinguished Graduate Fellowships and Scholarships Review Committee M Harvey M Harvey Search Committee for Director of Geospatial Intelligence and Planning Initiative S Carozza Search Committee for Graduate School Associate Dean M Harvey Search Committee for Graduate School Dean A Harding Student Health Advisory Board, Committee Member J Bethel University Post-Doctoral Fellows Advisory Comm M Harvey M Harvey University Programs in Statistics A Branscum A Branscum OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 66

1.5.e Description of student roles in governance, including any formal student organizations Students participate in Oregon MPH Program governance at the program and track levels. At the program level, the two groups of student representatives, Campus Representatives and First-/Second-year Student Track Representatives, are active participants in planning and operation of the program through the OMPH Program Student Leadership Council. Student representatives in both groups act as liaisons between the program and their student colleagues. In this capacity, they help convey information to students, participate in formal and informal assessment of students needs and wants, and bring ideas and concerns to the program to be addressed. For example, in AY2011-12 students in the Health Promotion track identified a problem with a required course having been rescheduled to a different term because of faculty availability. The first-year student Track Representative collected information about the number of students who would be affected and worked with the department Chair, Track Coordinator, and track administrative staff to identify a solution. As of AY2011-12, OSU supplies a single Campus Student Representative to the governance structure, so they may focus on building student governance in their new College of Public Health and Human Sciences. Student Campus and Track Representatives are nominated by self, peers, or faculty, and are appointed by track leadership. The guiding principle is that if any student wishes to participate in governance, planning, or other activities, s/he is provided a space within the structure. This means that there have been years in which more than one student shares a track s representation, as is currently the case in the Epi/Bio and Health Promotion tracks. Following our last site visit, student representatives provided feedback to the program that a one-year term was insufficient in the role to learn the program, begin to identify opportunities, and begin to implement them. Thus, in AY2006-07 the term of service was expanded such that the first-year representative, should s/he desire to stay in the role, would automatically move into the 2 nd -year representative position, creating a two-year term. Some representatives also have elected to submit their names to become the Campus Representatives to the APC, thereby expanding their roles. Being a part of the governance structure for longer terms has allowed representatives to in one year identify opportunities for innovation within the New Student Orientation and Student Symposium, and then to help realize those innovations in the subsequent year. At the academic unit level, students participate as members of faculty search committees in the School of Community Health, the College of Public Health and Human Science, and Hatfield School of Government. They also participate in the evaluations of candidates colloquia in these units, as well as in the Department of Public Health & Preventive Medicine and School of Nursing. At the unit and campus levels, there are various student organizations providing leadership opportunities. These include: PSU/OHSU Institute for Health Improvement Open School Chapter in which HMP and Epi/Bio students participate PSU Public Administration Student Association, in which HMP and HP students participate PSU Upsilon Phi Delta, a Health Administration/Management and Policy honor society OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 67

MD/MPH (Epi/Bio) students informal graduate student organization OSU chapters of the American College of Healthcare Executives, and the American College of Health Care Administrators, as well as Environmental Health Club and International Health Club. OSU Public Health Club In addition to student roles in governance, alumni have expanded roles as of this accreditation interval. The AY2009-10 alumni survey incuded specific questions about level of interest in a formal Oregon MPH Program Alumni Association. The results of this survey were sufficiently positive that planning for an alumni association was initiated by the Program Office and a small group of alumni. A position on the External Advisory Council was added for the Alumni President, and in total the EAC currently includes six alumni members. Alumni continue to indirectly participate in program development and evaluation via the biennial Alumni Survey [Exhibit 1.2.a.iii]. 1.5.f Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met with commentary. Strengths: The collaborative structure of the Oregon MPH Program is a well-established form of governance that includes representatives from all aspects and levels of the program. There are several defined standing subcommittees of the OMPH Program Field Experience, Diversity, and Workforce Development populated with members from throughout the program and addressing needs and innovations relative to these specific program priorities. Students are invited and recruited to participate in program evaluation, planning, and governance through the SLC. The EAC, comprised of public health professionals from around Oregon and in Southwest Washington, offers an important practice perspective. The program has relatively new bylaws that specify the relationships of these various governance entities in the operation of the program. The program has negotiated, with consultation from CEPH, an effective transitional governance structure for this interval prior to OSU s planned departure from the collaborative. Weaknesses: These past six years have been a period of unprecedented senior leadership transition in the program. For a variety of reasons, including career transitions, retirements, university or unit restructuring, preparations for separation of one campus from the collaborative, and the devastating loss of two DOC members, there have been a number of transitions in leadership both within the program and in the university structures in which we are housed. While the program continued to operate successfully through this period of change and, indeed, both grew and developed, there was some loss of continuity within committees, and the speed of progress in certain areas temporarily was slowed as new members assumed the reins. During this interval and because the feeling was that their mandates were being otherwise addressed, meetings of the standing Workforce Development and Field Experience subcommittees either were halted (Workforce Development) or less frequent than chartered (Field Experience). In addition, an ongoing challenge for the program is developing means to facilitate broader group participation amongst our busy EAC members. They, while always available for consult, have expressed that in-person and even phone-conference meetings can be challenging with their schedules. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 68

Plans: The program will continue with work to restructure governance committees and approve new program bylaws, in anticipation of the 2014 two-university collaborative. Workforce Development and Field Experience Subcommittees, now reinvigorated, will maintain a regular meeting schedule to address planning and evaluation of these program priorities. The program and EAC members will continue to explore viable options for group participation that also fit with members varied professional schedules and logistical needs. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 69

1.6 FISCAL RESOURCES The program shall have financial resources adequate to fulfill its stated mission and goals, and its instructional, research and service objectives. 1.6.a Description of the budgetary and allocation processes, including all sources of funding supportive of the instruction, research and service activities. This description should include, as appropriate, discussion about legislative appropriations, formula for funds distribution, tuition generation and retention, gifts, grants and contracts, indirect cost recovery, taxes or levies imposed by the university or other entity within the university, and other policies that impact the fiscal resources available to the program. Resource allocation for the Oregon MPH Program occurs through two primary mechanisms: the Program Office budget and support of the program s institutions and units. The OMPH Program Office central budget, established each fiscal year by the Deans Oversight Council (DOC) and Program Director and administered each year by the Program Director, supports both administrative functions and program-sponsored events including service, diversity and workforce development activities. Divided equally among the three partner universities, the Oregon MPH Program Office annually charges each of the partner colleges/schools for its share of the central budget. In addition, PSU contributes office space and serves as the employment institution, managing payroll and benefits for Program Office employees and providing other institutional and technical support. Table 1.6.a.i. includes total annual budget amounts for the Oregon MPH Program Office for FY2009 through FY2013, and Exhibit 1.6.b.i presents program budgets for the last four years. Beyond increases in line items such as supplies, travel, membership fees, catering, and space rentals, the DOC has approved salary increases for both permanent staff, as well as the addition of funded Graduate Administrative Assistants and hourly positions. Several projects over the past three years also were funded, including database and website redesign, increased participation in community events, and updating marketing materials. The line items for diversity recruitment, workforce development, and alumni activities including career services also were increased. Table 1.6.a.i. Oregon MPH Program Office Budget FY2009 through FY2013 Fiscal Year (July 1 June 30) Annual Budget % Change 2009 $190,652 -- 2010 $211,467 +11% 2011 $232,083 +10% 2012 $249,871 +8% 2013 $287,903 1 +15% (+40% 1 ) 2014 $334,994 +16% 1 Supplemental funds of $61,403 were provided in FY2013 to temporarily support additional personnel, bringing the total annual budget to $350,976. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 70

Each of the partners draws from institutionally appropriate funding sources in contributing their share to the Oregon MPH Program budget. Respective sources of funds and distribution of contributed shares by institutional partner are presented in Table 1.6.a.ii. The Oregon MPH Program has a small sub-account in the PSU Foundation for the receipt of unsolicited gifts. The program has used these funds for nonoperational expenses, such as incentives for student surveys and alumni social events. Table 1.6.a.ii Source of Funds and Unit Shares for OMPH Program Office Budget College/School (Campus) Oregon Health & Science University: School of Medicine (OHSU) School of Nursing (OHSU) College of Urban and Public Affairs (PSU) Funding Source University funds State funds and tuition Dean s Office and college funds Budget Share (%) 28 5 Budget FY2013 $81,573 $14,395 Budget FY2014 $94,843.27 $16,750 33 $95,968 $111,665 College of Public Health and Human Sciences (OSU) 1 Dean s funds 33 $95,968 $111,665 Total 100 $287,903 $334,994 OSU track data are shaded to denote their separation from the program in the next accreditation interval 1 OHSU and PSU will share support of the program office budget following OSU s separation from the program in July 2014. Budget needs are being assessed to determine both line item totals and relative institutional contributions, beginning FY2015. The second level of resource allocation for the Oregon MPH Program is through the partner institutions and academic units hosting the program s tracks. Each partner unit, through the respective campus, provides academic and staff salaries and benefits, equipment, space, services, and supplies to the Oregon MPH Program tracks [Criterion 1.7]. Because Oregon MPH Program track functions comingle with other academic and research operations housed within these units, the figures presented are the partner college financial administrators best estimates of staffing and other resources dedicated to the MPH degree. Each of the partner universities allocates monies to the academic units for instruction and administrative functions, and the units each have budgetary discretion within the funds provided. Sources of funds and expenditures by major category for each of the past seven years are presented in Criterion 1.6.b. These funding sources include relative contributions of tuition and fees, state allocations, and indirect cost recovery. Only the Epi/Bio track receives virtually no state funds; of our partners, funding for the instructional activities in this track is the most directly tuition-based at approximately 90%. In general, funds provided through state appropriation to those tracks receiving state dollars have increased with minor fluctuations during this accreditation interval; income returned to all program units from tuition and fees steadily increased until a drop FY2011, beginning to rise again in FY2012. As the Epi/Bio track does not receive state funds for faculty lines, faculty primarily are funded based on their research productivity. Epi/Bio MPH faculty also receive.10 FTE for teaching each 3-4 credit graduate course and.05 FTE for each 2-credit course, all supported by tuition dollars. Decreases noted in FY2012 PHCHD track income are associated with the 11-month freezing of that track s admissions, both for the MPH and the Graduate Certificate in Public Health (GCPH), while the track s host unit was reorganized [Criterion 2.12]. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 71

Tuition and fee revenues are managed differently in the various tracks and at the partner campuses. Tuition and fees are pooled at the campus level for the HP, HMP, PHCHD, and all OSU tracks, and are returned to the partner units based on need. The Epi/Bio track, in contrast, receives 90% of its tuition back to the department. In addition to tuition revenues, Epi/Bio receives some funding through other university sources and is permitted to carry forward departmental funds from year to year. OSU s College of Public Health and Human Sciences (all OSU tracks) also receives the full amount of differential tuition revenue collected, calculated as the difference between the MPH tuition rate and the base university graduate tuition. Portland State University is moving toward a new performance-based budget model, into which the HP and HMP tracks will fold. The model is based on establishing effective ratios of cost vs. revenues, and is being applied university-wide; a description can be found at http://www.pdx.edu/fadm/new-performance-based-budget-model. As the details of the new model are under development, any specific effects on these two tracks are yet to be observed. Units can increase available funds by defraying departmental costs through research and practice income, thereby releasing funds for other uses within a unit s mission. For those tracks receiving funds to academic units through indirect cost (IDC) recovery, these amounts are based on institutional formulas. For example, in HP and HMP, 25% IDC are returned to the College of Urban and Public Affairs, of which 15% goes to the unit; at OSU, 26% is returned to the College of Public Health and Human Sciences. In this accreditation interval, neither the Epi/Bio nor PHCHD tracks received funding from indirect cost recovery, although their host academic units can receive indirect cost recovery funds. University tax (i.e., Overhead Cost Allocation, or OCA ), charged only at the OHSU campus, is based on a formula that is highly dependent upon use of physical space, as well as a fixed per- FTE rate and a variable cost rate. The PHCHD track started paying OCA in 2009, but the tax was not passed through to the Epi/Bio track until 2012. Campus-wide, OCA formulations underwent a major revision in FY2012 that placed greater emphasis on space usage, resulting in a significant drop in the amount charged to the online PHCHD track given that they consume relatively little physical space. At the same time, OCA was pushed further to the departmental level in the School of Medicine, resulting in an increased charge to the classroom-based Epi/Bio track. Presently, Epi/Bio pays 10% of all revenue to the School of Medicine, and is also charged an OCA rate of approximately 23%. The PHCHD track pays an OCA rate of 7.13%. As with all of higher education, the partner institutions of the Oregon MPH Program have felt the strain of a difficult economy. And as is the case with most units and programs on our campuses, the OMPH Program and its partners presently have little to no discretionary funding (depending on track), creating challenges in meeting unexpected needs or crises. 1.6.b A clearly formulated program budget statement, showing sources of all available funds and expenditures by major categories, since the last accreditation visit or for the last five years, whichever is longer. If the program does not have a separate budget, it must present an estimate of available funds and expenditures by major category and explain the basis of the estimate. This information must be presented in a table format as appropriate to the program. The central Oregon MPH Program Office budget for the last three years is presented in Exhibit 1.6.b.i. Income and expenditures across all Oregon MPH Program Tracks over the past seven years are presented below in Table 1.6.b.i. (Template 1.6.1.). OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 72

Table 1.6.b.i. (CEPH Template 1.6.1) Sources of Funds and Expenditures by Major Category, FY2006 to FY2012 FY2006 1,2 FY2007 1 FY2008 1,5 FY2009 1 FY2010 FY2011 FY2012 FY 2013 14 Source of Funds Tuition & Fees $831,918 $1,157,218 $1,276,108 $1,704,009 $3,834,112 $3,197,633 $3,723,022 $3,951,026 State Appropriation $347,719 $665,827 $686,343 $648,758 $1,997,191 $1,686,387 $2,010,017 $2,033,107 University Funds $97,972 $78,716 $60,860 $67,629 $59,431 $130,940 $142,233 $69,945 Grants/Contracts $0 $0 $122,933 6 $0 $0 $0 $0 $79,905 12 Indirect Cost Recovery $28,361 $34,106 $26,865 $38,484 $302,795 $130,016 $183,322 $175,750 Endowment $0 $0 $0 $0 $0 $0 $0 $0 Gifts $0 $0 $0 $0 $0 $0 $0 $0 Other (explain) $111,953 3 $120,666 4 $63,702 7 $84,367 8 $8,414 9 $45,941 10 $117,685 11 $253,522 13 Total $1,417,923 $2,056,535 $2,236,811 $2,543,246 $6,201,942 $5,190,917 $6,176,280 $6,563,256 Expenditures Faculty Salaries & Benefits $1,056,501 $1,607,364 $1,631,332 $1,849,785 $4,824,016 $3,932,159 $4,853,316 $5,120,254 Staff Salaries & Benefits $127,291 $161,313 $193,765 $188,409 $322,376 $281,519 $336,780 $333,259 Operations $41,219 $69,497 $60,774 $72,301 $374,766 $303,669 $289,404 $262,285 Travel $13,769 $13,877 $31,109 $17,039 $34,651 $59,041 $39,606 $54,299 Student Support $139,091 $148,912 $138,988 $198,574 $421,166 $357,090 $336,245 $335,080 University Tax $0 $0 $130,269 $157,772 $155,004 $191,681 $179,384 $231,330 Other (explain) $40,053 3 $55,571 4 $361 7 $59,365 8 $7,265 9 $65,757 10 $69,137 11 $80,384 13 Other (explain) $0 $0 $1,661 7 $0 $62,698 9 $0 $72,408 11 $56,590 13 Other (explain) $0 $0 $48,607 7 $0 $0 $0 $0 $0 Total $1,417,923 $2,056,535 $2,236,866 $2,543,246 $6,201,942 $5,190,917 $6,176,280 $6,473,484 1 OSU Sources of Funds and Expenditures by Major Category have been removed from Template 1.6.1 for FY2006, FY2007, FY2008, and FY2009, and are reported separately in Exhibit 1.6.b.OSU. 2 Since FY2006, the PHCHD track has changed program accounting processes, thus no financial information is provided for FY2006. 3 Other sources of funds included $111,953 in departmental support and School of Medicine funds for OHSU in the Epi/Bio track. Other expenditures totaling $40,053 included the OMPH share cost OHSU in the Epi/Bio track. 4 Other sources of funds included $120,666 in departmental support and School of Medicine funds for OHSU in the Epi/Bio track. Other expenditures totaling $55,571 included the OMPH share cost to OHSU in the Epi/Bio track. 5 In FY2008, the Epi/Bio track reported an expenditures budget of $55.00 in excess of incoming funds, thus the $55.00 budget difference in totals. 6 In FY2008, OHSU s School of Nursing received a HRSA educational grant to develop the online PHCHD track. 7 Other sources of funds included $63,702 in departmental support and School of Medicine funds for OHSU in Epi/Bio track. Other expenditures totaling $50,629 included the OMPH share cost, OMPH program office expenditures, and additional operations costs to OHSU in the Epi/Bio track. 8 Other sources of funds included $84,366 in departmental support and School of Medicine funds for OHSU in the Epi/Bio track. Other expenditures totaling $54,364 included the OMPH share cost to OHSU in the Epi/Bio track. (Continued) OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 73

9 10 11 12 13 14 Other sources of funds included $8,414 in School of Medicine funds for OHSU in the Epi/Bio track. Other expenditures totaling $69,963 included the OMPH share cost and an MPH room remodel cost to OHSU in the Epi/Bio track. Other sources of funds included $45,941 in departmental support and School of Medicine funds for OHSU in the Epi/Bio track. Other expenditures totaling $65,756 included the OMPH share cost and to OHSU in the Epi/Bio track. Other sources of funds included $117,685 in departmental support and School of Medicine funds for OHSU in the Epi/Bio track. Other expenditures totaling $141,545 included the OMPH share cost and School of Medicine department tax. Grants and Contracts in FY2013 included $79,905 from the Robert Wood Johnson Foundation paid toward two OHSU School of Nursing (PHCHD track) faculty salaries and OPE ($78,005), and one faculty member s travel ($1,900). Other sources of funds included $253,522 in departmental support and School of Medicine funds for OHSU in the Epi/Bio track. Other expenditures totaling $136,974 included the OMPH share cost to OHSU in the Epi/Bio track ($80,384) and School of Medicine department tax (10% on all tuition received from for the OMPH Program) cost to OHSU in the Epi/Bio track ($56,590). Income does not match expenditures for FY2013 (+$89,772) because OSU was investing in the growth of the College of Public Health and Human Sciences during this interval, including new faculty hires for public health. As such, OSU's MPH tracks were subsidized by other programs during this growth interval. This is not an ongoing phenomenon, and intake and expenditures are expected to balance in subsequent years. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 74

1.6.c If the program is a collaborative one sponsored by two or more universities, the budget statement must make clear the financial contributions of each sponsoring university to the overall program budget. This should be accompanied by a description of how tuition and other income is shared, including indirect cost returns for research generated by public health program faculty who may have their primary appointment elsewhere. As described in Criterion 1.6.a (Table 1.6.a.ii.), the Oregon MPH Program Office budget is split evenly amongst the three partner campuses, with OHSU s share further divided between the Epi/Bio and PHCHD tracks. The formula for dividing the institutional share between these two tracks is historical, and initially was based on proportion of students in the program. To date, the academic units housing these two tracks have not changed this formula. Each of the program s track sites is contributing significant resources to the operation of the program by providing for all academic and staff salaries, other personnel expenses (OPE), equipment, space, and services and supplies required for operation of the program tracks. These relative contributions are reflected in track expenditures, presented in Template 1.6.1. With conversion of the program to a two-campus entity in July 2014, the Program Office budget will be supported by the two partner campuses. Contributed shares and overall budget presently are being reevaluated in light of new administrative arrangements for the OHSU-PSU Oregon MPH Program. Details will be provided about the current status of discussions and/or arrangements at the site visit. Tuition and fees are not shared across program tracks in the current model. Instead, tuition remains with the unit in which the student was admitted, irrespective of in which unit that student enrolls in a course. In the proposed joint degree model, tuition will follow the student, creating a form of tuition sharing for the first time in the program s history. As planned, tuition will be paid to the campus at which the student was admitted, and administratively transferred to the unit hosting the class in which the student is enrolled. The proposed joint degree MOU scheduled to take effect in July 2014 is presented in Exhibit 1.3.e.v. Indirect cost returns, where available, are provided to the primary unit in which a faculty member is appointed. If faculty have primary appointments outside the public health unit, any indirect cost returns remain with the faculty member s primary unit. 1.6.d Identification of measurable objectives by which the program assesses the adequacy of its fiscal resources, along with data regarding the program s performance against those measures for each of the last three years. Table 1.6.d.i. Oregon MPH Program Fiscal Resource Objectives* Objective [60] Resources will be sufficient to offer 100% of core courses every year and 100% of required courses every other year. [61] 90% of core faculty positions are retained from year to year in each track. Data Source(s) Class schedules Outcomes 2009-10 2010-11 2011-12 Core 100% 100% 100% Required 100% 100% 100% Faculty census 100% 98% 91% OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 75

Table 1.6.d.i. Oregon MPH Program Fiscal Resource Objectives (continued)* Objective [28] Each year, 50% of grants written by faculty will include student support. Data Source(s) Proportion of submitted grant applications including student support (GRA, hourly, and/or travel) Outcomes 2009-10 2010-11 2011-12 New measure effective AY2013-14 [54] The OMPH Program Office budget balances or is in surplus at the end of the year. Expenditures and income tracking 10% Surplus 7% Surplus 5% Surplus *Data from AY2012-13 will be available to reviewers during the OMPH Program site visit, October 24-25, 2013. 1.6.e Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met with commentary. Strengths: The three partner universities of the Oregon MPH Program have provided increased base funding for the Program Office and centralized operations during this accreditation interval. Other one-time funds have been available for projects, such as substantially redesigning the program s student tracking database and providing additional staffing to support the reaccreditation process. The program s tracks are separately supported by the academic units in which they are housed, and despite challenging financial times, most have been able to maintain or increase the overall funding available to support the program. Weaknesses: An historic recession occurred during the current accreditation interval, and this has led to ongoing financial strain for most public universities. Compounding the recent economic downturn has been the general trend for states to de-invest in higher education. Oregon currently ranks in the bottom five states in terms of support for university students. Fortunately, the three participating Oregon MPH Program institutions have demonstrated a commitment to safeguarding, and in some cases increasing, funding for core program services (e.g., administration, teaching). Nevertheless, financial strains are being reported at track and unit levels as pressures mount to generate increased revenue to offset reductions in state support. Similarly, all partners report declines in discretionary funds that were previously available to support faculty and students and to respond to emerging opportunities. Plans: With the expected departure of OSU from the Oregon MPH Program collaborative beginning Fall 2014, the program s full administrative budget will be absorbed by OHSU and PSU. Work on the details of the new budget will follow broader discussions about the revised structure of the program. The DOC and institutional leadership at OHSU and PSU are committed to funding operations of the Oregon MPH Program in 2014 and beyond. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 76

1.7 FACULTY AND OTHER RESOURCES The program shall have personnel and other resources adequate to fulfill its stated mission and goals, and its instructional, research and service objectives. 1.7.a A concise statement or chart defining the number (headcount) of primary faculty employed by the program for each of the last three years, organized by concentration. See CEPH Data Template 1.7.1 (see 1.7.a.i and 1.7.a.ii). Headcounts of primary ( core ) faculty by track are presented in Table 1.7a.i. All Oregon MPH Program core faculty are full-time employees at their respective universities, and spend a majority of their time and effort on duties in support of the Oregon MPH Program. Primary faculty members Oregon MPH roles include teaching, advising, research, and service activities. Table 1.7.a.i (CEPH Template 1.7.1) Primary Faculty by Track, AY2009-10 through AY2011-12 Program Track 2009-10 2010-11 2011-12 Epidemiology\Biostatistics 18 18 15 Health Management & Policy 4 4 4 Health Promotion 9 9 9 Primary Health Care & Health Disparities 4 4 3 Biostatistics N/A 3 5 Environmental and Occupational Health & Safety 4 3 5 Epidemiology N/A 3 5 Health Management & Policy 3 3 6 Health Promotion 4 4 5 International Health 3 3 3 Totals 49 54 60 1 Includes MPH Internship Coordinator, trained in MPH, who oversees internships for all six tracks. OSU track data are shaded to denote their separation from the program in the next accreditation interval Counts of secondary ( other ) Oregon MPH Program faculty, defined as those with regular appointments in one of the participating units at less than.50 FTE to the program generally faculty primarily appointed in other units on our campuses, or faculty primarily employed in the public health workforce are presented by track in Table 1.7.a.ii. Table 1.7.a.ii (CEPH Template 1.7.1) Other Faculty by Track, AY2009-10 through AY2011-12 Program Track 2009-10 2010-11 2011-12 Epidemiology\Biostatistics 27 27 29 Health Management & Policy 5 5 5 Health Promotion 17 16 16 Primary Health Care & Health Disparities 1 4 3 Biostatistics N/A 4 5 Environmental and Occupational Health & Safety 2 1 13 Epidemiology N/A 0 1 Health Management & Policy 4 2 1 OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 77

Health Promotion Health Behavior 13 9 6 International Health 12 10 9 Totals 81 78 88 OSU track data are shaded to denote their separation from the program in the next accreditation interval 1.7.b A table delineating the number of faculty, students and SFRs, organized by concentration, for each of the last three years (calendar years or academic years) prior to the site visit. Data must be presented in a table format (see CEPH Data Template 1.7.2) and include at least the following information: a) headcount of primary faculty, b) FTE conversion of faculty based on % time devoted to public health instruction, research and service, c) headcount of other faculty involved in the program (adjunct, part-time, secondary appointments, etc.), d) FTE conversion of other faculty based on estimate of % time commitment, e) total headcount of primary faculty plus other (non-primary) faculty, f) total FTE of primary and other (non-primary) faculty, g) headcount of students by department or program area, h) FTE conversion of students, based on definition of full-time as nine or more credits per semester, i) student FTE divided by regular faculty FTE and j) student FTE divided by total faculty FTE, including other faculty. All programs must provide data for a), b) and i) and may provide data for c), d) and j) depending on whether the program intends to include the contributions of other faculty in its FTE calculations. Faculty FTE and student-to-faculty ratios (SFR) are presented for all tracks in Template 1.7.2. Faculty FTE is calculated based upon a metric developed by the CC/APC that accounts for the average amounts of time required to fulfill specific Oregon MPH Program roles [Exhibit 1.5.c.v]. This calculation includes teaching, research, and service, and is in consideration of the various faculty appointment types available among the partner institutions, as well as the variety of course formats within the Oregon MPH Program. Many Oregon MPH faculty participate in more than one degree program, and as such, their courses and other scholarly activities often include both Oregon MPH students as well as those from these other degree programs. Those activities involving Oregon MPH Program students, directly contributing to the substantive focus of the track, and/or facilitating the development and administration of the program, are counted as Oregon MPH Program commitments. Student FTE is calculated on the basis of credits completed, with 9.0 credits or greater per term (27.0 credits per academic year) considered fulltime status. The program s overall SFR remains within a manageable range. At the track level, HMP (PSU) exceeds the recommended SFR of 10:1, with range of 12.63 16.22 (core faculty) and 9.83-12.62 (all faculty). Some portion of this student FTE load is shared by tracks throughout the program, as Oregon MPH Program students commonly, and in some cases are required to, take coursework across tracks. In addition, a recently-approved (Spring 2013) PhD program proposal in the unit that hosts that track included addition of two new faculty. These 2.0 faculty FTE would directly benefit MPH students in the HMP track, through instruction of 500/600-level coursework. Status of processes toward securing these positions will be provided at the site visit. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 78

Table 1.7.b.i. (CEPH Template 1.7.2) Faculty, Students, and Student/Faculty Ratios by Specialty/Concentration Area* Track Name Head Count Core Faculty FTE Core Faculty Academic Year 2009-2010 Total FTE Faculty Other head Faculty count Head count other faculty Total Faculty FTE Head count students FTE Students Student Faculty Ratio by Core FTEF Student Faculty Ratio by Total FTEF Epidemiology/Biostatistics 18 11.70 27 4.15 45 15.85 93 55.11 4.71 3.48 Health Management & Policy 4 3.50 5 1.00 9 4.50 71 54.45 15.56 12.10 Health Promotion 9 7.91 17 5.50 26 13.41 85 59.63 7.54 4.45 Primary Health Care & Health Disparities 4 3.60 1 0.10 5 3.70 37 24.52 6.81 6.63 Biostatistics N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A Environmental and Occupational Health & Safety 4 3.50 2 0.30 6 3.80 13 11.89 3.40 3.13 Epidemiology N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A Health Management & Policy 3 3.05 4 1.00 7 4.05 12 9.56 3.13 2.36 Health Promotion & Health Behavior 4 3.60 13 2.13 17 5.73 15 14.30 3.97 2.50 International Health 3 3.05 12 4.88 15 7.93 36 30.89 10.13 3.90 Track Name Head Count Core Faculty FTE Core Faculty Academic Year 2010-2011 Total FTE Faculty Other head Faculty count Head count other faculty Total Faculty FTE Head count students FTE Students Student Faculty Ratio by Core FTEF Student Faculty Ratio by Total FTEF Epidemiology/Biostatistics 18 11.70 27 4.15 45 15.85 94 53.93 4.61 3.40 Health Management & Policy 4 3.50 5 1.00 9 4.50 77 56.78 16.22 12.62 Health Promotion 9 7.91 16 3.41 25 11.32 75 57.37 7.25 5.07 Primary Health Care & Health Disparities 4 3.45 4 0.40 8 3.85 38 24.44 7.08 6.35 Biostatistics 3 3.00 4 0.60 7 3.60 5 4.59 1.53 1.28 Environmental and Occupational Health & Safety 3 3.00 1 0.15 4 3.15 15 10.52 3.51 3.34 Epidemiology 3 3.00 0 0.00 3 3.00 7 6.67 2.22 2.22 Health Management & Policy 3 3.00 2 0.30 5 3.30 20 16.78 5.59 5.08 Health Promotion Health Behavior 4 4.00 9 1.60 13 5.60 23 18.85 4.71 3.37 International Health 3 3.00 10 1.94 13 4.94 32 27.11 9.04 5.49 OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 79

Track Name Head Count Core Faculty FTE Core Faculty Academic Year 2011-2012 Total FTE Faculty Other head Faculty count Head count other faculty Total Faculty FTE Head count students FTE Students Student Faculty Ratio by Core FTEF Student Faculty Ratio by Total FTEF Epidemiology/Biostatistics 15 10.85 29 6.25 44 17.10 94 42.11 3.88 2.46 Health Management & Policy 4 3.50 5 1.00 9 4.50 67 44.22 12.63 9.83 Health Promotion 9 7.91 16 4.29 25 12.20 79 56.44 7.14 4.63 Primary Health Care & Health Disparities 3 2.33 3 0.50 6 2.83 27 10.96 4.70 3.87 Biostatistics 5 5.00 5 0.75 10 5.75 6 6.70 1.34 1.17 Environmental and Occupational Health & Safety 5 5.00 13 1.95 18 6.95 23 15.30 3.06 2.20 Epidemiology 5 5.00 1 0.15 6 5.15 11 10.59 2.12 2.06 Health Management & Policy 6 6.50 1 0.15 7 6.65 30 21.40 3.29 3.22 Health Promotion Health 5 5.00 6 0.90 11 5.90 46 38.07 7.61 6.45 Behavior International Health 3 3.70 9 1.45 12 5.15 46 34.19 9.24 6.64 OSU track data are shaded to denote their separation from the program in the next accreditation interval *Data from AY2012-13 will be available to reviewers during the OMPH Program site visit, October 24-25, 2013 Note: Student FTE is calculated on the basis of credits completed, with 9.0 credits or greater per term (27.0 credits per academic year) considered full-time status. Faculty FTE is calculated based upon a metric developed by the CC/APC that accounts for the average amounts of time required to fulfill specific Oregon MPH Program roles [Exhibit 1.5.c.v]. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 80

1.7.c A concise statement or chart concerning the headcount and FTE of non-faculty, non-student personnel (administration and staff) who support the program. Oregon MPH Program staff FTE, including that of the Program Director, Program Coordinator, Graduate Administrative Assistants (GAA), and hourly wage staff, is dedicated to administering the program. Further, each track is supported by unit- and campus-based administration and staff who work with Oregon MPH Program students, primary and secondary faculty, and the Program Office. Although their FTE is not presented here as they also hold faculty positions, the Oregon MPH Deans Oversight Council (DOC) members each contribute substantively to the administrative oversight of the program on matters including resource allocation and interinstitutional administration. The administrative FTE for the Program Office staff, track administrative staff, and the DOC is presented in Table 1.7.c.i. While not reflected in the reported staff headcounts or FTEs, it is important to note that each university partner provides an extensive administrative infrastructure that serves all students, including those enrolled in the Oregon MPH Program. Further, each track has a faculty Track Coordinator reflected in primary faculty, above, and serving a program administrative role and each unit has a department chair or director, who provides additional administrative oversight and vision to the program. Table 1.7.c.i. Headcount and FTE of Administration and Staff Supporting the OMPH Program* Department at each Partner Institution 2009-10 2010-11 2011-12 HC FTE HC FTE HC FTE Epidemiology & Biostatistics 2 1 2 1 2 1.25 Health Management & Policy 2 1.5 2 1.5 2 1.5 Health Promotion 1 0.5 2 1 3 1.15 Primary Health Care & Health Disparities 2 1.5 2 1.5 2 1.5 OMPH Program Office 2 1.6 3 1.9 3 2.09 All tracks at OSU 2 1.6 2 1.6 2 1.6 Totals 11 7.7 13 8.5 14 9.09 *Data from AY2012-13 will be available to reviewers during the OMPH Program site visit, October 24-25, 2013. OSU track data are shaded to denote their separation from the program in the next accreditation interval 1.7.d Description of the space available to the program for various purposes (offices, classrooms, common space for student use, etc.), by location. Physical space available to the Oregon MPH Program for use by each of its Portland area tracks, including offices, classrooms, common space, is summarized in Table 1.7.d.i. and briefly described, below. Information about the space and physical resources for OSU tracks can be found in Exhibit 1.7.d.OSU. The units housing the HP and HMP tracks share identical general floor plans differently arrayed, both located within the same college and building. These floors primarily include offices, student cubicles and computers, meeting spaces, and smaller classrooms; larger classrooms at PSU are centrally managed and assigned, and may be in any of the buildings spanning the approximately 70-square block campus. Such centrally controlled spaces are not included in OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 81

the figures, below. All PSU classrooms are high tech facilities with audio and video capabilities. Faculty in these two tracks are assigned their own offices, and graduate assistants generally either have their own cubicle spaces or one which is shared with colleagues, depending on schedules and need. Student common spaces include central lounge or work areas within the units and College of Urban and Public Affairs; student computer labs within departments, the college, and on campus; and a range of quiet study, lounge, and work areas located around the university. The HP track recently underwent a significant remodel to maximize use of existing space and add two additional staff offices. The Epi/Bio track s departmental facilities also are primarily administrative and office spaces, with additional meeting and student computing facilities. As at PSU, classrooms at OHSU are centrally administered, have audio/video capabilities, and are located in buildings across campus. The PHCHD track, an online program, does not have designated physical classrooms or student common areas, although the School of Nursing in which the track is housed has extensive student study, lounge, and work resources, should PHCHD students come to campus. The track s physical spaces, then, are comprised primarily of administrative and faculty offices. Table 1.7.d.i. Physical Space Available to the Oregon MPH Program* Track/Institution Location/Building Offices, Administrative, and Cubicles Classrooms Common Spaces* Epidemiology/ Campus Service Building, 6 th Biostatistics Floor, OHSU Campus 5,232 ft 2 621 ft 2 523 ft 2 College of Urban and Public Health Management Affairs Building and Policy 6 th Floor, PSU Campus 4,576 ft 2 880 ft 2 400 ft 2 College of Urban and Public Health Promotion Affairs Building 7,742 ft 2 880 ft 2 546 ft 2 4 th Floor, PSU Campus Primary Health Care School of Nursing Building & Health Disparities OHSU Campus 1,120 ft 2 0 325 ft 2 College of Urban and Public Oregon MPH Affairs Building, 4 th and 7 th Program Office Floors, PSU Campus 352 ft 2 N/A N/A Totals 19,022 2,381 1,794 *Common space includes lounge areas, common computer areas, and non-classroom conference rooms for use by students, staff, and faculty. The Epidemiology/Biostatistics and Primary Health Care and Health Disparities tracks are housed in adjacent buildings (the Campus Services Building and School of Nursing) at OHSU, with easy access between them. The Health Promotion and Health Management and Policy tracks at PSU both are housed in the Urban Center building, with two floors between them. The two campuses are fewer than two miles apart to their centers, facilitating intercampus meetings for faculty and staff, and class access for students. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 82

1.7.e A concise description of the laboratory space and description of the kind, quantity and special features or special equipment. The Environmental and Occupational Health & Safety track is the only of the Oregon MPH Program tracks involving laboratory space [Exhibit 1.7.d.OSU]. The research labs used by the Environmental and Occupational Health & Safety track encompass 7340ft 2 on the first and basement floors of Milam Hall. The labs all are recently remodeled and renovated, and contain state-of-the-art facilities for molecular biology, biochemistry and cell biology research, including high quality cabinetry, bench tops and hot/cold water and laboratory internet access. Key facilities include biosafety level-2 (BSL2) laboratories, fume hoods, and dedicated cell culture rooms. Key instrumentation includes Barnstead nano-pure water purification systems, autoclave, biosafety cabinets (BSL2), centrifuges (ultra-, high speed, low speed and micro) and incubators for cell culture, several -80 freezers, high performance liquid chromatography (HPLC, Waters) and gas chromatography (Agilent) units, micro-cat scanner (μct scanner, Scanco), Dual Energy X-ray Absorptiometer (Piximus 2) for small animal body composition determination, several thermocyclers for quantitative PCR for genotyping and gene expression studies, phase & fluorescent microscopes and cameras, Alpha Innotech gel documentation unit, Licor-Odyssey scanner for quantitation of proteins separated by gel electrophoresis and immunoblotting and Guava technologies flow cytometer for single cell analysis. Metal and trace element analysis by investigators is performed using Inductively Couple plasma spectroscopy at the Keck Collaboratory housed in the College of Oceanic & Atmospheric Sciences. Mass spectrometry and confocal imaging is used in much of the research of Milam investigators; state-of-the-art mass spectrometers are located in the Agriculture & Life Sciences building and the Linus Pauling Institute. Laboratory animals used for research are housed and maintained by the Universities laboratory animal care facilities at the laboratory animal research center and Linus Pauling Science Center (LPSC). 1.7.f A concise statement concerning the amount, location and types of computer facilities and resources for students, faculty, administration and staff. Each faculty member, administrator, and staff member in the Oregon MPH Program has at least one computer at work for his/her use. Each campus also provides secure and open-access wired and Wi-Fi Internet connections. The partner universities each provide designated information technology departments to assist faculty, staff, and students with training, troubleshooting, and support; each is staffed seven days a week and provides telephone support. Students at the Oregon MPH partner campuses have access to a variety of computer facilities: OHSU has one main computer lab in the Biomedical Information and Communication Center, as well as four satellite labs located on campus. The Epi/Bio track provides a computer lab specifically for the use of its students, outfitted with 22 computers and statistical software. The PHCHD track, a distance-learning program, requires students own a computer, although students coming to campus have onsite computer labs available to them. The OHSU library, Campus Services Building, and the School of Nursing building all offer wireless internet access to students and faculty. The Epi/Bio track s conference room was upgraded in AY2010-11, with video and audio technology. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 83

PSU has three labs available to all students: the Branford Price Millar Library lab, the Broadway Housing Building lab, and the Neuberger Hall lab. Within the Urban Center building in which the HMP and HP tracks are located is a computer lab specifically for the use of students in that college. There also is a small computer lab located in the School of Community Health available to students, and the track s Graduate Research Assistants all have computers available within their cubicles. The Urban Center building offers wireless Internet access to students and faculty. The Program Office, through PSU, has access to a variety of computing resources, including: email and website packages and support, shared online calendars, secured and open Wi-Fi access, extensive software packages, dedicated database server and support, the Qualtrics online survey platform, D2L online teaching platform, and secured shared and individual storage drives with institutionally-supported back-up and retrieval. 1.7.g A concise description of library/information resources available for program use, including a description of library capacity to provide digital (electronic) content, access mechanisms, training opportunities and document-delivery services. Each university partner in the Oregon MPH Program has extensive library facilities available for use by faculty and students. Information on the holdings of these libraries is provided in Table 1.7.g.i. Table 1.7.g.i. Oregon MPH Program Library Resources via University Partners Collections OHSU PSU Totals Books (print + electronic) 315,470 1,451,658 1,767,128 Periodicals/Serials (print + online) 2,121 21,330 23,451 Databases 130 367 497 The holdings of these libraries, as well as those of 34 other Northwest colleges and universities, are available to students through Summit, the consolidated catalog of holdings from the Orbis Cascade Alliance in Washington, Oregon, and Idaho. Using Summit, a book from any member library can be ordered electronically and delivered to the student s campus within 48 hours. Students have access to the electronic journal holdings of each campus from within these library facilities via interlibrary loan, and they have remote access to the electronic holdings of their home institutions as a function of their enrollment. Articles ordered through interlibrary loan are delivered electronically to the student s email account. Students also have access to numerous ebooks made available to the Orbis Cascade Alliance's unique demand driven acquisitions project. The campus librarians are available to help students and faculty navigate the range of databases, physical, and electronic holdings. Librarians also are available to provide instruction in information literacy, research skills, searching, and information management. Further, librarians are available to provide support to instructors incorporating online learning platforms into their classes, including building topic-specific resource guides that take students directly to electronic holdings and resources related to that class. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 84

1.7.h A concise statement of any other resources not mentioned above, if applicable. The breadth of resources available to the program is well captured in the self-study s criteria. These include physical, financial, and human resources, both shared and at the individual partner campuses. 1.7.i Identification of measurable objectives through which the program assesses the adequacy of its resources, along with data regarding the program s performance against those measures for each of the last three years. Table 1.7.i.i. OMPH Program Operations Resource Objectives* Objective Data Source(s) Outcome [52] Each track will maintain a minimum of 1:50 administrative staff-to-student ratio. [53] The OMPH Program Office will maintain administrative staffing at a 1:100 staff-to-student ratio. [62] Each track will maintain a dedicated minimum of 3.0 core faculty FTE. 1 [63] Each track will maintain a student to faculty ratio not to exceed 10:1. [64] In each track, 80% of all core and required courses will be taught by core faculty, each academic year. Track staff assignments and student head count OMPH Staff assignments and student head count Faculty assignments by Track Track faculty assignments and student FTE Course assignments by track 09-10 10-11 11-12 Epi/Bio 1:47 1:47 1:47 HMP (PSU) 1:36 1:39 1:34 HP (PSU) 1:85 1:38 1:26 PHCHD 1:19 1:19 1:14 1:191 1:134 1:129 09-10 10-11 11-12 Epi/Bio 11.7 11.7 10.85 HMP (PSU) 3.5 3.5 3.5 HP (PSU) 7.91 7.91 7.91 PHCHD 3.6 3.45 2.33 09-10 10-11 11-12 Epi/Bio 4.71 4.61 3.88 HMP (PSU) 15.56 16.22 12.63 HP (PSU) 7.54 7.25 7.14 PHCHD 6.81 7.08 4.70 BIOSTAT N/A 1.53 1.34 EOHS 3.40 3.51 3.06 EPI N/A 2.22 2.12 HMP 3.13 5.59 3.29 HP 3.97 4.71 7.61 IH 10.13 9.04 9.24 09-10 10-11 11-12 91% 86% 87% *Data from AY2012-13 will be available to reviewers during the OMPH Program site visit, October 24-25, 2013. OSU track data are shaded to denote their separation from the program in the next accreditation interval. 1 OSU has moved to its own competency structure in preparation for their new CPH. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 85

1.7.j Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: The program maintains personnel and physical resources adequate to support tracks missions and collaborative partnerships. Administrative ratios meet objective levels in all tracks, with a steady increase year over year. All tracks but one meet the student-to-faculty ratio target. The partner campuses each provide and support extensive libraries, computer facilities, and access to a wealth of additional campus resources for faculty, staff, and students. Weaknesses: One track does not meet the recommended SFR threshold, however as students commonly take coursework across tracks, some portion of this student FTE load is shared by tracks throughout the program. In addition, a recently-approved PhD program proposal in the unit that hosts that track includes addition of two new faculty. These 2.0 faculty FTE would directly benefit MPH students in that track, through instruction of 500/600-level coursework. All partner academic units are nearing physical capacity for office space, although continued creative space planning has maximized fixed parameters. Plans: In order to determine future staffing needs, program leadership and university administration will continue to monitor faculty and staff resources relative to student satisfaction and other outcomes. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 86

1.8 DIVERSITY The program shall demonstrate a commitment to diversity and shall evidence an ongoing practice of cultural competence in learning, research and service practices. 1.8.a. A written plan and/or policies demonstrating systematic incorporation of diversity within the program. Required elements include the following: 1.8.a.i. Description of the program s under-represented populations, including a rationale for the designation. The selection of underrepresented and/or underserved populations of focus for the Oregon MPH Program is presented in Table 1.8.a.i. In AY2011-12, the Diversity Subcommittee proposed the program s definition of diversity be expanded for purposes of recruitment and program planning. The definition now includes: underrepresented populations by race or ethnicity, males, persons living with disability, and lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI). These definitions, along with other key aspects of the program s approach to promotion of diversity and cultural competence, are presented in the Oregon MPH Program Diversity and Cultural Competence Plan, revised in AY2012-13 [Exhibit 1.8.a.i.1]. Table 1.8.a.i. Oregon MPH Program Underrepresented Populations and Rationale Historically Underrepresented population Hispanic/Latino American Indian or Alaska Native African American or Black Males Living with Disability LGBTQI Rationale Underrepresentation in OMPH faculty, staff, and students (4.4%) compared to Oregon demographics (11.7%) Underrepresentation in OMPH faculty, staff, and students (1.5%) compared to Oregon demographics (1.7%) Underrepresentation in OMPH faculty, staff, and students (1.9%) compared to Oregon demographics (1.8%) Recommended by the Diversity Committee, approximately 80% of most recent entering Oregon MPH Program class is female Recommended by the Diversity Committee, based on disparities in access to care and health status according to the Healthy People 2020 Report [Exhibit 1.8.a.i.2] Recommended by the Diversity Committee, based on disparities in access to care and health status according to a 2012 CD Summary, Oregon Public Health Division [Exhibit 1.8.a.i.3] OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 87

1.8.a.ii. A list of goals for achieving diversity and cultural competence within the program, and a description of how diversity-related goals are consistent with the university s mission, strategic plan and other initiatives on diversity, as applicable. The Oregon MPH Program s goals for fostering diversity and cultural competence are to: 1. Recruit and retain diverse faculty and staff. 2. Recruit and retain historically underrepresented, historically underserved students. 3. Ensure that diversity and cultural competence are incorporated into the curricula across all tracks. 4. Foster an environment that is welcoming and inclusive toward faculty, staff, and students from all backgrounds and communities. These goals are consistent with the mission and/or vision of the partner campuses. These include to transform OHSU from an organization that values diversity to one that lives it, and at PSU to be a national model in developing leaders for a diverse global community, with a welcoming and supportive campus environment that attracts and nurtures all people and perspectives, and a faculty, staff, and administration who demonstrate their commitment to the educational value of diversity in ways that are respectful and culturally responsive. Further, these goals are consistent with both OHSU and PSU diversity objectives, which include increasing recruitment and representation of diverse students, residents, fellows, faculty, and staff throughout the university, and enhancing the university climate and programs to support and advance diversity and inclusion. Both OHSU and PSU diversity objectives are presented in their respective Diversity Action Plans [Exhibit 1.8.a.ii.PSU and Exhibit 1.8.a.ii.OHSU]. Oregon State University, similarly, maintains express commitments to diversity in institutional goals and plans. As OSU will not be part of the program during the next accreditation interval, their information is separately presented in Exhibit 1.8.a.ii.OSU Diversity Criteria. 1.8.a.iii. Policies that support a climate free of harassment and discrimination and that value the contributions of all forms of diversity; the program should also document its commitment to maintaining/using these policies. Two Oregon University System policies provide the partner campuses express direction in supporting a climate free of harassment and discrimination: Affirmative Action/Equal Employment Opportunity, and Conduct Related to Discrimination and Sexual Harassment. These policies can be referenced at: OUS Affirmative Action Equal Opportunity Policy [Exhibit 1.8.a.iii.1] and online at: http://www.ous.edu/sites/default/files/dept/hr/files/affirmativeactionequalop.pdf OUS Conduct Related to Sexual Harassment Policy [Exhibit 1.8.a.iii.2] and online at: http://www.ous.edu/sites/default/files/dept/hr/files/pp/conductrelatedsexualharrassment.pdf The Center for Diversity and Inclusion at OHSU and Global Diversity and Inclusion at PSU provide the campuses with diversity training, legal consultation, and information sharing for purposes of promoting a culturally competent place of work and learning. Further, each partner university maintains comparable policies to support a climate free of harassment and discrimination; these, in turn, provide the parameters within which the Oregon MPH Program operates and to which it is bound. Such policies include: OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 88

OHSU OHSU Policy on Harassment [Exhibit 1.8.a.iii.3], and online at: http://www.ohsu.edu/xd/about/services/affirmative-action-and-equalopportunity/policies/upload/harassment.pdf) Harassment on the basis of race, color, religion, national origin, age, disability, marital status, veteran status, sexual orientation, gender identity or expression, participating in a Civil Rights complaint, use of the Worker s Compensation system, use of the Federal Family Medical Leave Act, or the Oregon Medical Leave Act, or any other prohibited basis in law is unlawful and is strictly prohibited at OHSU. OHSU administration, faculty, staff, volunteers, and students are responsible for maintaining an environment for work, study, and the provision of services free from harassment. OHSU Equal Opportunity Policy [Exhibit 1.8.a.iii.4], and online at: http://www.ohsu.edu/xd/about/services/affirmative-action-and-equalopportunity/policies/upload/03-05-030-equal-opportunity-policy.pdf PSU OHSU provides equal opportunities to all individuals without regard to race, color, religion, national origin, disability, age, marital status, sex, sexual orientation, gender identity or expression, military service, or any other status protected by law. This policy applies to all employment, education, volunteer, and patient care related activities. PSU Prohibited Discrimination and Harassment Policy [Exhibit 1.8.a.iii.5], and online at: http://www.pdx.edu/diversity/sites/www.pdx.edu.diversity/files/pdsh.pdf Portland State University's faculty, staff, and students are responsible for maintaining an environment for work and study free from prohibited discrimination and harassment. Portland State University (PSU) is committed to providing all students, faculty and staff an equal opportunity in education and employment and an environment free from discrimination, harassment and retaliation. This policy applies to all students (including undergraduate and graduate), faculty, staff, applicants for employment or admission, volunteers and members of the PSU community, including but not limited to contractors and vendors, and applies to discriminatory conduct occurring in any PSU service, activity, or program, including employment, academic programs, and other PSU services and activities (e.g., student housing, athletics, etc.). PSU Equal Opportunity Statement [Exhibit 1.8.a.iii.6], and online at: http://www.pdx.edu/portland-state-university-mission Portland State University supports equal opportunity in admissions, education, employment, housing, and use of facilities by prohibiting discrimination in those areas based on age, color, disability, marital status, national origin, race, religion or creed, sex or gender, gender identity or gender expression, sexual orientation, veteran status, or any other basis in law. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 89

Grievances The Oregon MPH Program partner campuses provide formal mechanisms for faculty, staff, and students filing complaints in instances of discrimination or harassment. Persons who make use of such procedures are entitled to a fair investigation without fear of retaliation, in compliance with federal and state equal opportunity laws and regulations. Descriptions of these processes can be found in: OHSU Complaint Procedure [Exhibit 1.8.a.iii.7], and online at: http://www.ohsu.edu/xd/about/services/affirmative-action-and-equalopportunity/policies/upload/equal-opportunity-complaint-procedure.pdf PSU Office of Equity & Compliance Investigative Procedure [Exhibit 1.8.a.iii.8], and online at: http://www.pdx.edu/diversity/office-of-equity-compliance The Oregon MPH Program strictly complies with the policies of the Oregon University System and the two partner campuses, and prohibits any form of harassment or discrimination. 1.8.a.iv. Policies that support a climate for working and learning in a diverse setting. The Oregon MPH Program operates within the contexts and is bound to the policies of the partner universities in which it is housed. In addition to those cited above, key institutional policies fostering an inclusive climate include: Religious Expression OHSU: Exhibit 1.8.a.iv.1 OHSU Affirmative Action & Equal Opportunity-Accommodation. PSU: Exhibit 1.8.a.iv.2 PSU Accommodation on Religious Holy Days. Disability Accommodation OHSU: Exhibit 1.8.a.iv.3 OHSU Student Access PSU: Exhibit 1.8.a.iv.4 PSU ADA Accommodation Policy Employee Training: Per institutional policy, all Oregon MPH Program faculty and staff are required to complete equity and inclusion training through their home universities. Information regarding respect for, and diversity of, faculty and staff also is included in all new employee orientations. 1.8.a.v. Policies and plans to develop, review and maintain curricula and other opportunities including service learning that address and build competency in diversity and cultural considerations. Cultural competence and a valuing of diversity are central to the Oregon MPH Program mission, values, goals, and learning competencies at program, track, and course levels. These program commitments are to be reviewed on a staggered schedule of every 2-3 years, assuring that cultural competence remains a curricular focus for each student, irrespective of program track. Currently, 80% of program core courses address cultural competence [Exhibit 1.5.c.vi OMPH Syllabus Policy], and 80% of track required courses in total, incorporate cultural competence in a manner appropriate to course content. All student field and culminating experiences, further, address the track-level competency related to culturally competent behavior [Criterion 2.6]. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 90

Service learning, or Community-based Learning (CBL), is a core feature of the program and a key value of the host institutions, as detailed in Criterion 3.2. All students engage in CBL through required curricula and/or placements, and have various additional opportunities to build partnerships in diverse communities through class projects and elective coursework. As these are central features of the institutional identities of program partners, there is consistent impetus to maintain that trajectory within the program. Courses grounded in CBL, and the objectives being met by offering coursework through this framework, are reviewed on the standard track curricular review schedule, as described in Criterion 2.6. 1.8.a.vi. Policies and plans to recruit, develop, promote and retain a diverse faculty. All searches conducted for Oregon MPH Program faculty follow the partner universities Affirmative Action policies, and will be overseen by OHSU s Affirmative Action and Equal Opportunity personnel or PSU s Office of Equity and Compliance. Positions are advertised nationally, with announcements including policy statements regarding equal opportunity and a priority for applicants with a demonstrable commitment to promoting diversity. At the program and track levels, all position announcements are broadly circulated and placed to improve the likelihood of attracting a more representative faculty complement. At each university, diversity objectives (Exhibits 1.8.a.OHSU and 1.8.a.PSU) include increasing recruitment of diverse faculty as well as enhancing the university climate and programs to support and advance diversity and inclusion. University-sponsored diversity training is mandatory for all regular faculty and staff at each partner campus, and the policies previously described that support working and learning in culturally inclusive settings are essential to recruiting and retaining a diverse faculty. In addition, the Oregon MPH Program partner universities have joined the Greater Oregon Higher Education Recruitment Consortium (GoHERC). Membership in GoHERC not only will provide national exposure for available positions, but also more information to support partner accommodations during the hiring process.1. The Oregon MPH Program universities, further, can provide funds to help recruit and retain underrepresented faculty. At Portland State University, the Diversity Incentive Program provides funds from the President s Office to the department for the equivalent of 25% of the salary of newly hired underrepresented faculty member. At OHSU, the Provost can provide $50,000 a year, usually as one-time funds, to help support underrepresented faculty. Historically, three such awards are granted each year. 1.8.a.vii. Policies and plans to recruit, develop, promote and retain a diverse staff. Oregon MPH Program tracks comply with the diversity policies and procedures of their host universities with respect to recruiting, developing, promoting, and retaining a diverse staff. To demonstrate commitment to these outcomes, the Oregon MPH Program maintains related goals including to recruit and retain diverse faculty and staff (Diversity Goal 1), and to foster an environment that is welcoming and inclusive toward faculty, staff, and students from all backgrounds and communities (Diversity Goal 4). As is the case for faculty, all staff position announcements include language that values diversity, and all permanent staff receive campus-level equity and inclusion training upon arrival. Information regarding respect on campus is included in all orientations and new employee materials. Formal grievance processes exist at the partner campuses to address instances of discrimination or harassment; any such instances filed are rapidly and fully addressed. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 91

1.8.a.viii. Policies and plans to recruit, admit, retain and graduate a diverse student body. One goal of the Oregon MPH Program Diversity and Cultural Competence Plan is to recruit and retain historically underrepresented and historically underserved students by promoting the OMPH Program to underrepresented prospective students, and by building relationships through community involvement with underrepresented groups [Table 1.8.e.i.]. This includes outreach to community college students to educate and inform about PH careers. In particular: Each year, the OMPH Program will attend at least one national and one regional targeted conference for outreach and marketing to underrepresented prospective students. At least once a year, the Oregon MPH Program will co-sponsor at least one community public health event that involves underrepresented prospective students. Each year, send promotional materials to undergraduate schools, with high proportions of underrepresented students, to promote the OMPH Program. Send notices of annual public health seminar series to community colleges with underrepresented students. 1.8.a.ix. Regular evaluation of the effectiveness of the above-listed measures. The Diversity Subcommittee will work with Oregon MPH Program faculty governance, track administrative staff, and the Program Office, to collect data for and monitor each of the identified measures [Table 1.8.e.i.]. As of AY2012-13, all MGOs are to be reviewed by faculty governance on an annual schedule, including those promoting equity and diversity. This will include both fit with current program status and activities, and performance on specific measures. To ensure curricula and other opportunities, including service learning, that address and build competency in diversity and cultural considerations, track curricula are to be evaluated on a biennial schedule to ensure that the instructors include diversity and cultural competence in courses specified by track matrices. At the end of each quarter, students evaluate core and required classes with specified competencies in this area [Criterion 2.7]. 1.8.b Evidence that shows that the plan or policies are being implemented. Examples may include mission/goals/objectives that reference diversity or cultural competence, syllabi and other course materials, lists of student experiences demonstrating diverse settings, records and statistics on faculty, staff and student recruitment, admission and retention. The Oregon MPH s commitment to diversity and cultural competence is woven into the fabric of the program. Examples of this core value include the Oregon MPH Program s: Mission statement: The mission of the collaborative Oregon MPH Program is to provide innovative education, leadership, research, and service in public health throughout the state and beyond. The Oregon MPH Program is committed to providing students with a competency-based public health OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 92

education that prepares them to discover and implement strategies with the diverse communities they serve, to achieve sustainable health for all, and to eliminate health disparities. Program Values: Enhancing cultural diversity and fostering an environment conducive to the recruitment, training, and success of diverse students and faculty. [Program Value 7] Program Goals: Provide educational information and experiential opportunities for the development of cultural competency in research and service activities. [Education Goal 5] Program Diversity Goals: Recruit and retain diverse faculty and staff. Recruit and retain historically underrepresented, historically underserved students. Ensure that diversity and cultural competence are incorporated into the curricula across all tracks. Foster an environment that is welcoming and inclusive toward faculty, staff, and students from all backgrounds and communities. Program Learning Competencies: Employ ethical principles and behaviors. [PLC 5] Enact cultural competence and promote diversity in public health research and practice. [PLC 6] Track Learning Competencies: Epidemiology/Biostatistics: Identify cultural dimensions of conducting research, including culturally sensitive recruitment of study participants, and develop strategies for interpretation of data in the larger cultural context. Health Management and Policy: Act ethically and professionally, and be responsive to community variations in cultures and sociodemographics. Health Promotion: Enact cultural competency in diverse social and cultural communities. Primary Health Care and Health Disparities: Enact cultural competence. Criterion 2.6 describes the program s competency structure across all required curricular experiences, including cultural competence. As this is a Program Learning Competency, this value also is ensured and assessed through the track, course, and field/culminating experience levels. Student field placement minimum standards for Portland-area tracks, including trackspecific competencies addressing cultural competence, are presented in Exhibit 2.4.a.ii. Additional evidence of implementing the program s commitment to diversity and cultural competence include: Oregon MPH Program faculty research, including community collaborations and indication of which projects include participation of diverse populations [Template 3.1.1]. Track-sponsored events, including those with express focus on diverse populations. Among the 121 events offered between the Portland-area tracks, 27 (22.3%) included a focus on diversity, and 42 (34.7%) included a focus on underserved populations [Exhibit 3.2.c]. Program efforts to outreach to and recruit a diverse student population [Exhibit 4.3.a.ii]. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 93

Additional indicators of progress toward the program s Diversity and Cultural Competence Plan as included in the MGOs [Table 1.2.c], and are abstracted in Table 1.8.e.i., below. 1.8.c Description of how the diversity plan or policies were developed, including an explanation of the constituent groups involved. The Diversity Subcommittee is charged by Oregon MPH Program bylaws to provide leadership in building diversity of faculty, staff, and student populations. Further, it is the charge of this subcommittee to ensure that cultural competence is integrated into program policies, procedures, curricula, and the expected skills of faculty, staff, and students. The development of the Program s diversity goals was led by the Diversity Subcommittee, in consideration of the diversity plans of the partner campuses and with input from both the DOC and EAC. Development of the current plan began in AY2011-12 and was completed in AY2012-13. All plans and related measures were discussed and approved by the CC/APC. The members of the Diversity Subcommittee during the past accreditation interval collectively contributed to the development of the current plan. Members included: Carlos Crespo (co-chair) Rochelle Fu (co-chair) Alicia Attala-Mei Megan Cahn Emily Gaige John Jessup Julie Kidd Jennifer Ku Greg Lee Ann Ngo Amanda Phillips Catherine Salveson Anthony Veltri Chelsea Whitney Angela Wu Faculty, Health Promotion Faculty, Epidemiology/Biostatistics Student, Health Promotion Student, International Health Alumni Association President Faculty, Primary Health Care & Health Disparities Student, Health Promotion Student, Epidemiology/Biostatistics Staff, Oregon MPH Program Student, Health Promotion Student, Health Management & Policy (PSU) Faculty, Primary Health Care & Health Disparities Faculty, Environmental and Occupational Health & Safety Student, Health Promotion Student, Health Management & Policy (PSU) 1.8.d Description of how the plan or policies are monitored, how the program uses the plan and how often the plan is reviewed. The AY2012-13 plan will be fully implemented beginning AY2013-14, although a majority of these activities, already in place, now will be more clearly articulated and integrated. Plan activities, as reflected in diversity goals and objectives, will be implemented, monitored, and reviewed in the same manner and on the same annual schedule as other MGO indicators, unless circumstances require more immediate review. The Diversity Subcommittee of the CC OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 94

will maintain responsibility for leading the program s review and continued development of the plan, and will work in coordination with the CC/APC. The subcommittee, further, will monitor institutional policies and plans to assure that the program remains in compliance with the guidelines of the partner campuses. Any new or revised program-level policies will originate in the CC/APC, and be approved by the DOC. 1.8.e Identification of measurable objectives by which the program may evaluate its success in achieving a diverse complement of faculty, staff and students, along with data regarding the performance of the program against those measures for each of the last three years. See CEPH Data Template 1.8.1 below. At a minimum, the program must include four objectives, at least two of which relate to race/ethnicity. For non-us-based institutions of higher education, matters regarding the feasibility of race/ethnicity reporting will be handled on a case-bycase basis. Measurable objectives must align with the program s definition of under-represented populations in Criterion 1.8.a. Per campus legal counsel, the Oregon MPH Program has been advised that we may not set specific target values for program populations. We may, however, quantitatively assess our activities, for example, success in outreach efforts, hosting of events with emphases supporting cultural competence in public health, and posting of position announcements to attract a diverse pool of candidates, etc. This has determined the format of the Diversity Goals and Objectives at the core of the program s diversity plan, and presented in Table 1.8.e.i., below. Table 1.8.e.i. Oregon MPH Program Diversity and Cultural Competence Objectives* Objective Data Source(s) Outcome [39] 100% of faculty position announcements will be posted in resources geared toward, and with sites and organizations engaged with, underrepresented professionals. [40] 100% of job announcements for faculty and staff will include language valuing diversity. [41] Each year, faculty members from underrepresented populations will be retained in the same proportion as other faculty. [42] Each year, the OMPH Program will attend at least one national and one regional targeted conference for outreach and marketing to underrepresented prospective students. [43] Each year, the Oregon MPH Program will co-sponsor at least one community public health event that involves underrepresented prospective students. Count of position announcements and location of placements Review of position announcements Annual Track Report of faculty census Count of events attended Count of events attended and tracking of population focus 09-10 10-11 11-12 New measure effective AY2013-14 09-10 10-11 11-12 New measure effective AY2013-14 09-10 10-11 11-12 New measure effective AY2013-14 09-10 10-11 11-12 2 2 2 09-10 10-11 11-12 2 5 6 OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 95

Table 1.8.e.i. Oregon MPH Program Diversity and Cultural Competence Objectives (cont.)* Objective Data Source(s) Outcome [44] Each year, the Oregon MPH program will send promotional materials to undergraduate schools with high proportion of underrepresented students. [45] Admitted underrepresented students complete the program of study and graduate at the same rate as other students. [46] 80% of core course titles will address cultural competence. [47] At the track level, 90% all required courses will address cultural competence, as appropriate to course content. [48] At the track level 100% of Field and Culminating Experiences will address cultural competence. [49] 90% of students responding to the student survey will report satisfied or better with OMPH cultural climate. [50] 90% of students responding to the student survey will report, feeling included in the Oregon MPH on campus, in classroom, and with peers and faculty. [51] 100% of MPH core faculty and staff will receive diversity training mandatory through each university on a designated schedule. Count of colleges and universities to which program promotional materials were sent Rate of completion of students selfidentified as from underrepresented communities as compared to those not so identified Percentage of core courses with cultural competence objective(s) in syllabus Percentage of track required courses with cultural competence objective(s) in syllabus Field Experience Minimum Standards, Culminating Experience minimum standards, Field Experience guidelines Annual Student Survey 3 Annual Student Survey 3 Percentage of partner campuses requiring equity and inclusion training of all employees and staff. 09-10 10-11 11-12 New Measure AY2011-12 50 09-10 10-11 11-12 New measure effective AY2013-14 2009-10 2010-11 2011-12 N/A N/A 80% % Required Courses Epi/Bio 100% PHCHD 100% HP (PSU) 100% HMP (PSU) 38% 2009-10 2010-11 2011-12 N/A N/A 100% 2009-10 2010-11 2011-12 New question, added 2011-12 2009-10 2010-11 2011-12 New question, added 2011-12 2009-10 2010-11 2011-12 79% 82% New Measure for AY2013-14 3 100% *Data from AY2012-13 will be available to reviewers during the OMPH Program site visit, October 24-25, 2013 OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 96

Table 1.8.e.ii. (CEPH Template 1.8.1) Underrepresented Faculty, Staff, and Students, Summary Data* % Underrepresented Faculty % Underrepresented Staff AY2009-10 AY2010-11 AY2011-12 AY2009-10 AY2010-11 Ethnicity: Hispanic 2% 3% 4% 0% 0% 0% Race: Non-Caucasian 9% 11% 13% 10% 9% 8% % Underrepresented Applicants AY2010-11 AY2009-10 AY2011-12 AY2009-10 AY2011-12 % Underrepresented Matriculated Students AY2010-11 AY2011-12 Ethnicity: Hispanic/Latino 4% 7% 3% 4% 6% 5% African American or Black 2% 1% 2% 2% 2% 2% American Indian or Alaska Native 2% 1% 2% 2% 2% 2% Male 21% 18% 21% 23% 21% 21% *Data from AY2012-13 will be available to reviewers during the OMPH Program site visit October 24-25, 2013. 2012 Student Survey Results* % Students Responding (n=83) Enrolled: Living with disability 1 6% Enrolled: LGBTQ 1 8% 1 Underrepresented groups in the public health and health care field *The OMPH Student Survey is now administered biennially, and will not occur again until the end of AY2013-14. 1.8.f Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met with commentary. Strengths: Campus partners demonstrate a strong commitment to diversity, equity, and inclusion, and the Oregon MPH Program s new Diversity and Cultural Competence Plan is in close alignment with these priorities. Program activities and curricula demonstrate ongoing efforts to assure that students build cultural competence, and that the program is an inclusive environment for all involved. Weaknesses: The Oregon MPH Program does not yet mirror state demographics in terms of ethnic and racial diversity, although the program s demographics are closer to those of students graduating from college the target population for a master s program. The program is also imbalanced in gender representation, in that there is a far greater proportion of females relative to males in the student body. Although ensuring representation of people living with disability and those identifying as LGBTQI are program priorities, specific and valid assessment is challenging. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 97

Plans: Promote the Oregon MPH Program to underrepresented prospective students. Continue to build relationships through community involvement with underrepresented groups. Ensure that underrepresented students are provided mentoring and support towards their successful completion of the program. Continue to provide and further develop learning experiences at all program levels, fostering skills in cultural competence. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 98

2.1 DEGREE OFFERINGS CRITERION 2.0: INSTRUCTIONAL PROGRAMS The program shall offer instructional programs reflecting its stated mission and goals, leading to the Master of Public Health (MPH) or equivalent professional masters degree. The program may offer a generalist MPH degree and/or an MPH with areas of specialization. The program, depending on how it defines the unit of accreditation, may offer other degrees, if consistent with its mission and resources. 2.1.a An instructional matrix presenting all of the program s degree programs and areas of specialization, including bachelors, masters and doctoral degrees, as appropriate. If multiple areas of specialization are available, these should be included. The matrix should distinguish between professional and academic degrees for all graduate degrees offered and should identify any programs that are offered in distance learning or other formats. Non-degree programs, such as certificates or continuing education, should not be included in the matrix. See CEPH Data Template 2.1.1. The Oregon MPH Program offers the Master of Public Health (MPH) degree in ten areas of specialization. Only the Primary Health Care and Health Disparities track is offered in a nontraditional format, as a fully online program [Criterion 2.12]. The OMPH Program also has six approved dual degree options 3, described in Criterion 2.11 and presented in Template 2.1.1. Background shading indicates those degrees offered through OSU, which will separate from the program in July 2014. Table 2.1.a.i. (CEPH Template 2.1.1) Degree Offerings, Instructional Matrix Degree, Specialization, and Track Partner University Academic Professional MPH, Epidemiology/Biostatistics (Epi/Bio) OHSU X MPH/Health Management and Policy (HMP) PSU X MPH/Health Promotion (HP) PSU X MPH/Primary Health Care & Health Disparities (PHCHD) 1 OHSU X MPH/Biostatistics (BIO) OSU X MPH/Epidemiology (EPI) OSU X MPH/Environmental and Occupational Health & Safety (EOHS) OSU X MPH/International Health (IH) OSU X MPH/Health Management and Policy (HMP) OSU X MPH/Health Promotion & Health Behavior (HPHB) OSU X 3 As described in Criterion 2.11, the PHCHD PhD/MPH is active but will become inactive in AY2013-14, due to non-enrollment. The MS/MPH in that same track has been inactive since 2006, also due to non-enrollment. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 99

Table 2.1.a.i. (CEPH Template 2.1.1) Degree Offerings, Instructional Matrix (continued) Dual Degrees Track Academic Professional MD/MPH Epi/Bio X MSW/MPH HMP X MSW/MPH HP X MURP/MPH HP X PhD/MPH 2 PHCHD X DVM/MPH All OSU Tracks X OSU track data are shaded to denote their separation from the program in the next accreditation interval. 1 The MPH/PHCHD at OHSU is distance/online format. 2 The PhD/MPH Dual degree will be inactive as of AY2013-14. 2.1.b The bulletin or other official publication, which describes all degree programs listed in the instructional matrix, including a list of required courses and their course descriptions. The bulletin or other official publication may be online, with appropriate links noted. Oregon MPH Program curricular requirements, track and course competencies, and links to institutional catalogs are found in several official sources including the home institution and Oregon MPH Program (http://www.oregonmph.org) websites. The Oregon MPH website is the official source of information for all prospective and current students. Specific links are included in Table 2.1.b.i. Table 2.1.b.i. Oregon MPH Program Information and Institutional Catalogs All Epi/Bio PHCHD HMP, HP Track(s) BIO, EOHS, EPI, HMP, HPHB, IH Web Address http://www.oregonmph.org/content/tracks http://www.ohsu.edu/xd/education/schools/school-ofmedicine/departments/clinical-departments/public-health/index.cfm http://www.ohsu.edu/xd/education/schools/school-ofnursing/programs/masters/public-health/index.cfm# http://www.pdx.edu/oaa/psu-bulletin http://catalog.oregonstate.edu/ OSU track data are shaded to denote their separation from the program in the next accreditation interval. In addition to the Oregon MPH Program website, students are provided program information via the OMPH Program Student Handbooks tailored to each track site [Exhibit 2.1.b.i]. These are distributed at the New Student Orientation held prior to each fall term, and include information about the program, the tracks relationships to the program, curricular requirements, and policies and procedures. Because students may take core courses at any of the three universities, the Program Office creates, distributes, and posts to the website an online master schedule (http://www.oregonmph.org/content/core-schedule), as well as a cross-indexed listing of analogous core classes [Exhibit 2.1.b.ii]. Additionally, the program s website provides links to each of the campuses master schedules, as well as to the unit-specific schedules (http://oregonmph.org/content/registration). OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 100

2.1.c Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: The Oregon MPH Program offers four strong and established professional tracks between the two Portland campuses that will constitute the program in July 2014, and ten tracks among all three current partner campuses. The program also has four active (six approved) dual degree options. Between the OMPH Program website, Student Handbooks, and the host institutions websites, students are provided reliable access to curricular, programmatic, and operational information. The Oregon MPH Program website is a central and living hub of official program and institutional information. Weaknesses: Because the Oregon MPH Program is a collaborative program of multiple campuses, each of which controls its own websites and electronic systems, information can be changed by institutional partners without the Oregon MPH Program Office in the loop. This requires constant monitoring to identify and repair broken links, and to ensure that information is readily accessible to program constituents. Plans: The Oregon MPH Program will continue as a 10-track entity through July 2014. Until that time, faculty and administration at OHSU and PSU are working together to ensure the successful transition to an Oregon MPH Program hosted by the two Portland-based partner universities, which will sponsor the three classroom-based, one online, and four active dual degree programs. Program staff will perform continual monitoring of the many program website links to assure that these links remain consistently functional. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 101

2.2 PROGRAM LENGTH An MPH degree program or equivalent professional masters degree must be at least 42 semester-credit units in length. 2.2.a Definition of a credit with regard to classroom/contact hours. The three universities participating in the Oregon MPH Program are on the quarter system, with three academic quarters per year in fall, winter, and spring. The Oregon MPH Program adheres to the Oregon University System policies on classroom contact hours, for which the graduate metric is 10 hours of lecture for every one academic credit. The majority of Oregon MPH Program courses are three credits, with some requirements at four credits and some electives available at two credits. Full-time enrollment for Oregon MPH Program students is nine-credit hours per quarter. 2.2.b Information about the minimum degree requirements for all professional public health masters degree curricula shown in the instructional matrix. If the program or university uses a unit of academic credit or an academic term different from the standard semester or quarter, this difference should be explained and an equivalency presented in a table or narrative. All of the MPH degrees offered through the Oregon MPH Program require students to complete 58-62 total quarter credit hours, 16-17 credits of which are in the five core courses (an increased 1-credit is required for tracks with the 4-credit Epidemiology I course). Students must also complete a 6-credit field experience for all areas of specialization, with the exception of Epi/Bio students who, through AY2013-14, complete both a 3-credit field placement and a thesis to demonstrate mastery of the methodological skills at focus in this track. 6 In addition to core course and field experience credits, students complete required track coursework ranging from 19-27 credits (track-dependent), as well as elective or Area of Emphasis courses ranging from a total of 8-24 credit hours. All Oregon MPH Program degrees will remain at the same credit totals through July 2014, at which time the HP, HMP, and PHCHD tracks will increase by one credit to accommodate the new 4-credit Epi-1 core requirement [Criterion 2.3]. Dual degree offerings are discussed in detail in Criterion 2.11. 2.2.c Information about the number of professional public health masters degrees awarded for fewer than 42 semester credit units, or equivalent, over each of the last three years. A summary of the reasons should be included. Not applicable, the Oregon MPH Program does not award degrees for fewer than the required 58-62 credit hours. 6 As of AY2014-15, the Epi/Bio track is moving to a non-thesis option with a 6-credit field experience, as described in Exhibit 2.5.a.i. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 102

2.2.d Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: The MPH degrees awarded throughout the Oregon MPH Program exceed the 56- quarter credit minimum standard. Weaknesses: Students wishing to complete the program within two years, rather than 2 ½, may need to take classes during summer term or more than nine credits during the academic year. Plans: All Oregon MPH Program degrees will remain at their current credit totals through July 2014, at which time the HP, HMP, and PHCHD tracks will increase by one credit, each, to accommodate the new 4-credit Epi-1 core requirement (pending approvals, in process). OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 103

2.3 PUBLIC HEALTH CORE KNOWLEDGE All graduate professional public health degree students must complete sufficient coursework to attain depth and breadth in the five core areas of public health knowledge. 2.3.a Identification of the means by which the program assures that all graduate professional public health degree students have fundamental competence in the areas of knowledge basic to public health. If this means is common across the program, it need be described only once. If it varies by degree or specialty area, sufficient information must be provided to assess compliance by each. See CEPH Data Template 2.3.1. Oregon MPH Program students must satisfactorily complete five core courses addressing knowledge and skills basic to the practice of public health: biostatistics, epidemiology, environmental health, health systems organization, and health behavior (Template 2.3.1). Exhibit 2.3.a.i provides a map of Program Learning Competency emphases across the five core courses. Table 2.3.a.i. (CEPH Template 2.3.1) Public Health Core Knowledge, Five Core Courses Public Health Core Area Biostatistics Course Number(s) and Title Track Credits PHPM524 Introduction to Biostatistics CPH530 Introduction to Biostatistics PHE510 Introduction to Biostatistics PHPM525 Biostatistics I (Epi/Bio) Epi/Bio PHCHD HP Epi/Bio 4 4 4 4 Environmental Health PHPM518 Environmental Health CPH539 Concepts of Environmental and Occupational Health PH580 Concepts of Environmental Health Epi/Bio PHCHD HP 3 3 3 Epidemiology Health Systems Organization Principles of Health Behavior OSU CPH533 Epidemiology Survey 1 PHE535 Epidemiology Survey 1 PHPM512 Epidemiology I (Epi/Bio) CPH540 Health Systems Organization PAH574 Health Systems Organization CPH537 Principles of Health Behavior PHE512 Principles of Health Behavior H524 Introduction to Biostatistics H525 Principles of Epidemiology H512 Environmental and Occupational Health H533 Health Systems Organization H571 Principles of Health Behavior PHCHD HP Epi/Bio PHCHD HMP PHCHD HP BIO EPI EOHS HMP HPHB OSU track data are shaded to denote their separation from the program in the next accreditation interval. 1 Both PHE535 and CPH533 (Epidemiology Survey) will be replaced by the 4-credit Epidemiology I course Fall 2014. 3 3 4 3 3 3 3 3 4 4 3 3 3 OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 104

The program s curricular design requires that core courses be coordinated by teams of instructors from across the program, and that all sections of a single title include the same competencies and comparable content and learning activities. Core Course Competency Matrices are presented in Exhibit 2.3.a.ii. Because all offerings of single course titles are to be analogous, students may take their core courses in any unit(s). Core course competency sets are developed and agreed upon by topical instructor teams, and are based upon disciplinary practices and trends. In the Epi/Bio track, the Epidemiology and Biostatistics survey courses are substituted for more in-depth offerings (PHPM512 Epidemiology I and PHPM525 Biostatistics I). These more in-depth introductory courses maintain the same core competencies as the survey versions. In Fall 2014, Epidemiology Survey will be replaced by the 4-credit Epidemiology I course for the HP, HMP, and PHCHD tracks. This will allow for more seamless transition to the balance of the Epidemiology series (Epi-II, Epi-III) offered through the Epi/Bio track. Core course competencies, course matrices, and course syllabi are reviewed on a schedule of every 2-3 years. Syllabi for all five core-course titles offered at each campus are presented in Exhibits 2.3.a.iii. In recent years and as new instructors have come on board, there has been some minor variation in presentation of learning competencies or course descriptions across syllabi. 7 This variation, in combination with other evaluative findings, has given rise to the new Core and Required Course Syllabi Policy that requires all course competency matrices be included in syllabi as of Fall 2013 [Exhibit 1.5.c.vi]. In addition to other benefits conferred by this new policy, inclusion of complete course matrices in the primary course document will help ensure transfer of the competency structure across instructors. 2.3.b Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: All Oregon MPH Program students are required to take courses in the five core subjects of public health. Oregon MPH Program faculty members are committed to providing consistent and comparable core courses across the three partner campuses. Core course faculty teams, established and mapped competency sets, and systematic course review ensure that students across all tracks and campuses receive the analogous skill preparation. Weaknesses: New faculty and adjunct instructors not familiar with our curricular structure must be coached by tracks in adhering to agreed-upon competency maps for these course titles. Plans: For Fall 2014, the 3-credit Epidemiology Survey course will be replaced by the 4-credit Epidemiology-1 course across all tracks. This change was prompted by faculty evaluation of the amount of time a 3-credit class permitted for skill development, and determination that more time with the course would be to students benefit. This also will provide for greater seamlessness with the balance of the Epidemiology series courses (i.e., Epi-II and Epi-III), should students wish to continue. 7 The assessment of variation in syllabi across course offerings excludes those class sections offered at OSU, which recently changed the course competency structures for those six tracks in preparation for the new College of Public Health and Human Sciences. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 105

The Program Office will develop an instructor handbook for all those permanently or temporarily teaching OMPH Program courses, to explain responsibilities relative to competencies and the competency matrix, end of term evaluations, course descriptions, and the program s syllabus policy [Exhibit 2.5.b.i]. This resource will support Track Coordinators in orienting new faculty. Core and required course faculty will return to a biennial course review schedule, to assure competencies and matrices remain current and best support both faculty members and students. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 106

2.4 PRACTICAL SKILLS All graduate professional public health degree students must develop skills in basic public health concepts and demonstrate the application of these concepts through a practice experience that is relevant to students areas of specialization. 2.4.a Description of the program s policies and procedures regarding practice placements, including the following: selection of sites; methods for approving preceptors; opportunities for orientation and support for preceptors; approaches for faculty supervision of students; means of evaluating student performance; means of evaluating practice placement sites and preceptor qualifications; and criteria for waiving, altering or reducing the experience, if applicable Upon completion of prerequisite coursework, Oregon MPH students in all tracks must complete a field experience. This placement provides opportunities to apply, in an agency or organization setting, skills developed during coursework. Field experiences also called an organizational experiences in the HMP track or graduate internship in Epi/Bio and PHCHD tracks involve a minimum of 200 hours (6 credits) for all tracks except Epi/Bio. Through AY2013-14, students in the Epi/Bio Track must complete a minimum of 100 hours (3 credits) in a field placement, in addition to completing a thesis. As of fall 2014, the Epi/Bio track also will move to a 6-credit, 200 hour placement. The Oregon MPH Program maintains shared program-level minimum standards for field experiences [Exhibit 2.4.a.i], which in turn serve as the foundation for the individual specialized tracks Field Experience Minimum Standards [Exhibit 2.4.a.ii and Exhibit 2.4.a.ii.OSU]. Through this mechanism, track standards for field experiences are mapped to track-level competencies and thus are reflective of the skills expected of professionals in the specific subdisciplines and also are mapped to program-level competencies. Descriptions of each track s field experience requirements, including objectives, competencies, minimum standards, and evaluation methods, can be accessed in track-level handbooks, linked through the Oregon MPH website (http://www.oregonmph.org/content/field-experienceinternship). The program s Field Experience subcommittee -- responsible for field placement policies -- and Academic Program Committee oversee field experience requirements and practice across tracks, to ensure uniformity even within disciplinary differences. In all tracks, students must identify in advance the competencies they will practice and demonstrate during the placement, including those identified in the track s minimum standards guidelines. Prior to initiating the practicum, students must submit for approval by faculty and/or Field Experience Coordinator (the faculty member assigned to oversee all field placements): specified placement competencies, field experience description, work scope, project deliverables through which competency mastery will be demonstrated and assessed, and preceptor approvals. Each track has a similar but track-specific learning contract process, as reflected in the documentation linked, above. Upon completion of the field experience, all students produce a written product as delineated in the respective track handbooks. In general, all tracks require that students reflect upon the ways in which they demonstrated the competencies to which they committed in OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 107

developing their field experience learning contracts. See Table 2.4.a.i. for required field products by track. Prior to planning their field experiences, students in most tracks attend a required orientation session at which expectations, policies, and procedures are discussed. The one exception to the in-person orientation is the online PHCHD track, in which orientation is accomplished individually via phone, face to face, and email correspondence with the Field Experience Coordinator. The content of these orientation sessions is tailored to each track and is posted to the tracks and program websites. The in-person internship orientation session is further supported with online resources for the HP Track (http://www.pdx.edu/sch/graduate-fieldexperience), HMP (PSU) track (http://www.pdx.edu/hatfieldschool/pa-509-organizationalexperience), PHCHD track (http://oregonmph.org/sites/default/files/phchd CPH 509 student_orientation_0.ppt), and for all OSU tracks (http://health.oregonstate.edu/degrees/graduate/public-health/h510-mph-internship). Selection of sites The arrangement of a field placement in the Oregon MPH Program is a shared responsibility between the program and the student. The field placement is viewed for many students as the first opportunity to navigate the public health system and to find one s place in it. In all tracks, students select their field site with the guidance of a faculty advisor and/or Field Experience Coordinator. Selection of placements is guided by policies and procedures grounded in the program and tracks Field Experience Minimum Standards, as well as in the policies and procedures of the campuses at which students are enrolled. Such policies are made available to students in field experience guidelines in handbooks and/or on websites, and in both the in-person and online orientations available for students and preceptors in all tracks (the latter in all but Epi/Bio). It is each student s responsibility to find, arrange, and complete a satisfactory field experience, assisted by his/her faculty advisor and Field Experience Coordinator. To support the process, the Program Office and individual tracks maintain databases of prior placements including site, preceptor, and project title. A list of Oregon MPH Program field placement sites, projects, and preceptors for the last two years is presented in Criterion 2.4.b. Students are made aware of placement openings through though track and program listservs, as well as through the Oregon MPH Program s website (http://oregonmph.org/content/fieldexperience-internship-opportunities). Additionally, placement listings are consolidated and broadcast to students in the weekly Oregon MPH Digest (http://oregonmph.org/content/newsand-events). Because availability of sites and preceptors is fluid, Field Experience Coordinators and faculty advisors individually support students in determining an optimal site based on interests, needs, and career trajectories. Sites are approved at the track-level by the student s faculty advisor and track Field Experience Coordinator. Placement appropriateness is based on a combination of focus on a public health problem amenable to the tools and techniques developed within that track, opportunities to demonstrate track-specific competencies, and the presence of a qualified public health preceptor (described below). If students travel internationally for their placements, additional requirements apply; for example, students must be formally received by a preceptor, agency, or organization in the host country, and also must satisfy institutionally-specific risk management procedures. The terms for field placements, including criteria for appropriate OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 108

placements, are included in each track s field experience guidelines, posted to the program s website http://www.oregonmph.org/content/field-experienceinternship. In order to ensure breadth of experiences in the placement, students are encouraged to arrange a field experience in an organization other than their place of employment. However, if a student needs to develop a placement at his/her worksite, the student, faculty advisor, and Field Experience Coordinator work together to assure that the experience is distinct from the student's normal responsibilities as an employee. To assure external validation of competency mastery, preceptors may not be core faculty in any Oregon MPH Program track. Students may be placed in agencies or organizations with which program faculty have collaborative relationships. As a non-clinical program in state entities, MPH field experience placements may not include clinical practice or political lobbying. Proposed placements for nursing students, medical students, and other health professionals are prepared to ensure that field experiences are distinct from other clinical activities. Methods for approving preceptors Minimum qualifications for a preceptor, specified in track handbooks, require that preceptors must have public health or health-related credentials and experience to provide appropriate mentorship/supervision in the learning experience. Each track s Field Experience Coordinator evaluates, on a case-by-case basis, both appropriateness of the site and qualifications of the proposed preceptor, with the goal of determining that the preceptor will be able to mentor the student in the specific skills and techniques developed during training in that MPH track. For example, the PHCHD Track defines a qualified preceptor as having an MPH and minimum of one-year practice experience in their field or the equivalent public health education, training, and practice experience. In the HMP (PSU), HP, Epi/Bio, and all OSU tracks, sites and preceptors are individually evaluated and approved by Field Experience Coordinators, based on preceptors experience with the specific tools of that disciplinary subspecialty. Opportunities for orientation and support of preceptors At the request of current and prospective preceptors, the Oregon MPH Program Field Experience Committee developed a Preceptor Orientation that is posted online at the Oregon MPH Program website (http://www.oregonmph.org/content/field-experienceinternship), as well as on the individual track sites. These online orientations are available for students and prospective preceptors to review together to better structure the details of a potential placement. The only exception to the online orientation is in the Epi/Bio track, in which the small number of Epi/Bio preceptors individually are oriented and supported by the Field Experience Coordinator. Preceptor orientations are track-specific, but all share core components. These include: Description of the field/organizational experience and its purpose; Role of the preceptor, including helping to develop the learning contract and competencies, specifying the terms of the placement, and mentoring and guiding the student throughout the experience; and A statement of the importance of preceptors completing an evaluation of the student, and a brief description of that process. Each track s Field Experience Coordinator is the primary point of contact for preceptors when developing a placement and/or in addressing questions or problems that may arise during the field experience. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 109

Approaches for faculty supervision of students Coordination of field experiences occurs at the track level among the student, the student s advisor, and the track s Field Experience Coordinator. Once the student is placed in the field, the Field Experience Coordinator primarily is responsible for monitoring the student s activities and helping to respond to any changing circumstances. The Field Experience Coordinator also is responsible for assuring that the placement conforms to institution-specific policies and guidelines, including any necessary documentation for the campus Institutional Review Board and risk management. The individual tracks monitor in different but similar ways students activities during the field experience. Most tracks (HP, HPHB, BIO, EPI, EHS, HMP (OSU), IH, PHCHD) require students to submit periodic updates from the field, either biweekly or mid-term progress reports. Other tracks (HMP- PSU, Epi/Bio) require updates once during the academic term. All tracks emphasize that students are to immediately communicate with their faculty advisor and/or Field Experience Coordinator should problems or questions arise while in the field placement. Means of evaluating student performance Student performance in field placements is assessed via oral and/or written reports of progress, review of field experience products, and final reports and/or presentations. In each track, preceptors are required to complete an evaluation of student performance, and in all tracks but HMP (PSU) that assessment is factored into the student s final grade [Exhibit 2.4.a.iii]. In all tracks, successful completion of the placement involves the student demonstrably meeting his/her measurable learning competencies and all other terms of the learning contract. Specific assessment approaches, by track, are presented in Table 2.4.a.i. Table 2.4.a.i. Field Experience Assessment Mechanisms by Track Track Epidemiology/Biostatistics Health Promotion Health Management & Policy Primary Health Care & Health Disparities Field Experience Assessment Methods Learning contract with specified competencies Final reflective report Preceptor grade recommendation Grade: Pass/No-pass (A-F in Fall 2014) Learning contract with specified competencies Documentation of product developed for organization Biweekly progress reports Final reflective report Preceptor evaluation Student evaluation of placement Grade: Pass/No-pass (A-F in Fall 2014) Learning contract with specified competencies Documentation of product developed for organization (project report) Oral presentation Final reflective report Preceptor evaluation Student evaluation of placement Grade: A-F Learning contract with specified competencies Biweekly journal Final reflective report Preceptor Evaluation Student evaluation of placement Grade: Pass/No-pass (A-F in Fall 2014) OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 110

Biostatistics Track Environmental and Occupational Health & Safety Epidemiology Field Experience Assessment Methods Learning contract with specified competencies Midway progress report Final reflective report Oral presentation Preceptor evaluation Grade: Pass/No-pass Learning contract with specified competencies Midway progress report Final reflective report Oral presentation Preceptor evaluation Grade: Pass/No-pass Learning contract with specified competencies Midway progress report Final reflective report Oral presentation Preceptor evaluation Grade: Pass/No-pass Learning contract with specified competencies Mid-term report Final reflective report International Health Oral presentation Preceptor evaluation Grade: Pass/No-pass Learning contract with specified competencies Midway progress report Health Management & Final reflective report Policy (OSU) Preceptor evaluation Student evaluation of placement Grade: Pass/No-pass Learning contract with specified competencies Midway progress report Health Promotion & Health Final reflective report Behavior Oral presentation Preceptor evaluation Grade: Pass/No-pass OSU track data are shaded to denote their separation from the program in the next accreditation interval. All tracks, with the exception of the HMP (PSU) track, currently grade the Field Experience as Pass/No-pass. As of fall 2014, all other tracks (Epi/Bio, HP, PHCHD) also will switch to a 4- point grading scale to improve the foundation for evaluating the type of products developed by students during their field placements. Upon completion of the field experience, all Oregon MPH Program students produce a written product, the requirements for which are provided in each track s field experience guidelines. In these written products, all tracks require that students reflect upon the ways in which they demonstrated mastery of the competencies established for their placements. These reports are reviewed and final grades assigned by the track Field Experience Coordinator and/or the student s faculty advisor. All tracks also require examples of products developed while in the OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 111

field. Examples of field experience learning contracts and products will be available for review onsite. Means of evaluating practice placement sites and preceptor qualifications All tracks now require students to complete a formal evaluation of the placement at the conclusion of the field experience [Exhibit 2.4.a.i]. This feedback not only is used to contextualize students experience, but also for future matching of students to sites. 8 The Annual Student Survey historically has included questions assessing student satisfaction with the field placement. In 2010-11, the Oregon MPH Program Office added a program-wide student evaluation of the field experience. Because the field placement is a portion of the culminating experience for all but the Epi/Bio track, the challenge in surveying students who have completed their placements is that the survey must be administered at the conclusion of their programs, when attention to surveys generally is low. To increase the response rate in future, as of fall 2013 tracks will incorporate these survey items into the required field experience evaluation, and these data will be forwarded to the Oregon MPH Program Office. Findings from both the Annual Student Survey and the new Field Experience Survey are presented in Table 2.4.a.ii. Table 2.4.a.ii. Field Experience Survey Results Survey question Field Experience Student Survey 2010-11 (n=24, 22%) 2010-11 (n=44, 11%) Annual Student Survey* 2011-12 (n=24, 7%) Response Percent Response Percent Response Percent Process of selecting your field experience site? 11 9 4 46% Easy 38% Difficult 16% Neutral 29 6 10 65% Satisfied 13% Dissatisfied 22% Neutral 14 6 4 58% Satisfied 25% Dissatisfied 17% Neutral How clear were the performance expectations for your field experience? 17 5 2 71% Clear 21% Vague 8% Neutral 31 10 4 70% Clear 22% Vague 8% Neutral 14 4 6 58% Satisfied 17% Dissatisfied 25% Neutral How applicable do you feel your coursework in the OMPH Program is to your field experience? 20 2 2 84% Applicable 8% Not applicable 8% Neutral 35 7 3 79% Applicable 15% Not applicable 6% Neutral 20 4 0 83% Satisfied 17% Dissatisfied 0% Neutral 8 Prior to AY2013-14, the Epi/Bio track included an evaluation of placement preceptors that was implicit in the student s final report, which includes the question What were the benefits for you and for the agency of this internship? Because the student s response to this question is read by the preceptor, opinions received may have been tempered. As of Fall 2013, the Epi/Bio track will use an assessment tool to be completed separately by students and submitted directly to track faculty. This instrument is included in Exhibit 2.4.a.iii. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 112

Survey question Field Experience Student Survey 2010-11 (n=24, 22%) 2010-11 (n=44, 11%) Annual Student Survey* 2011-12 (n=24, 7%) Relevance of your field experience to career/work goals? 21 1 2 88% Relevant 4% Irrelevant 8% Neutral 41 3 1 93% Relevant 6% Irrelevant 1% Neutral 20 2 2 84% Satisfied 8% Dissatisfied 8% Neutral Provided the opportunity to use skills acquired in OMPH classes 19 3 2 79% Satisfied 13% Dissatisfied 8% Neutral N/A N/A N/A N/A Provided the opportunity to gain new information and skills 19 3 1 83% Satisfied 13% Dissatisfied 4% Neutral N/A N/A N/A N/A Contributed to the development of my specific career interests 18 2 3 78% Satisfied 9% Dissatisfied 13% Neutral N/A N/A N/A N/A Overall satisfaction with the field experience 18 3 3 74% Satisfied 13% Dissatisfied 13% Neutral 35 6 3 80% Satisfied 14% Dissatisfied 6% Neutral 16 5 3 67% Satisfied 21% Dissatisfied 12% Neutral Would you recommend this site to other OMPH students? 13 7 2 59% yes 32% yes, w/ reservations 9% no N/A N/A N/A N/A *The OMPH Student Survey is now administered biennially, and will not occur again until Spring 2014. Although response rates are low, aggregate responses are consistent within an item across the separate surveys, suggesting reliability and increasing the program s confidence in the trends observed. The generally positive responses on field experience satisfaction and utility suggest that students perceive this learning activity to be both relevant and useful. Approximately 80% of respondents feel coursework was applicable to their field experience, 80-90% reported using skills developed in coursework, and 80-90% judged the field experience to be relevant to work and/or career goals. At the same time, students expressed concerns with the process of the field placement, particularly with the selection of the sponsoring organization/agency, as well as with clarity of performance expectations. Indeed, while 70% of respondents judged expectations to be clear, as many as 22% judged requirements to be vague. In response, tracks have been adjusting OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 113

and continuing to update field experience orientations and guidelines to address points of uncertainty. Additionally, faculty advisors and Field Experience Coordinators have addressed this concern by offering additional advising support to students. Because of these efforts, the program has achieved greater standardization of advising and more efficient support, and faculty expect improvement in student satisfaction in the coming year. To further address these issues, individual tracks and the program will review online student field placement resources to make certain that administrative requirements are clear, as are suggestions for selecting and approaching a potential site for a field placement [Criterion 2.4.e]. Criteria for waiving, altering or reducing the experience, if applicable Because the Field Experience is one of the multiple points of measurement of students mastery of competencies developed while in the program, the placement is required of all Oregon MPH Program students. The program does not grant waivers. 2.4.b Identification of agencies and preceptors used for practice experiences for students, by specialty area, for the last two academic years. A condensed list of Oregon MPH Program field placement sites, projects, and preceptors, for the last two years is presented below in Table 2.4.b. The complete Oregon MPH Field Experience Database is presented in Exhibit 2.4.b. Table 2.4.b. Field Experience Agencies and Preceptors, by specialty track, for AY2010-11 through AY2012-13 Track Epidemiology & Biostatistics Organization Name College of Medicine, University of Cincinnati, Fernald Medical Monitoring Program Direct Primary Care HEY (Helping Empower Youth) Ministry of Health, Republic of Palau Multnomah County Health Dept. Multnomah County Health Dept. OHSU - Division of Plastic Surgery OHSU Dept. of Orthopedics & Rehabilitation Oregon Dept. of Agriculture Oregon Health Authority, Public Health Division Oregon Health Authority, Public Health Division HIV/STD/TB Program Preceptor Name Susan M. Pinney, PhD Elvin Yuen, MPH, MBA Katie Riley, EdD Haley Cash, PhD, MPH Amy Sullivan, MPH, PhD James A. Gaudino, Jr., MD, MS, MPH, FACPM Juliana Hansen, MD Lynn Marshall, ScD Michelle Markesteyn Ratcliffe, MSEL, PhD Dagan Wright, PhD, MSPH Sean Schafer, MD, MPH Preceptor Title Associate Professor of Medicine Program Manager Community Advocate Epidemiologist Communicable Disease Services Manager Senior Medical Epidemiologist Chief and Associate Professor of Surgery Associate Professor Farm to School Program Manager Research Scientist Epidemiologist Preceptor Credentials PhD MPH, MBA EdD PhD, MPH MPH, PhD MD, MPH, FACPM MD ScD MSEL, PhD PhD, MSPH MD, MPH OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 114

Track Health Management & Policy Organization Name Oregon Public Health Division Oregon Public Health Division/Office of Family Health Southwest District Health The RAND Corporation Cambia Health Solutions Center for Evidence Based Policy, OHSU Preceptor Name William E. Keene, PhD, MPH Kenneth Rosenberg, MD, MPH Jennifer Tripp, MPH, MD (ASCP), RN Peter Glick, PhD Mary Anne Harmer Valerie King Preceptor Title Epidemiologist Maternal and Child Health Epidemiologist Program Manager Director of Research and Policy in International Development (RAPID), a center within RAND Labor and Population Director Director of Research and Policy Preceptor Credentials PhD, MPH MD, MPH MPH, MT (ASCP), RN PhD BA MD, MPH Clean Energy Works Oregon Kelly Haines Workforce specialist MUS Coalition of Community Health Clinics Faith in Action Newberg Multnomah County Health Department Multnomah County Health Department- Environmental Health Multnomah County Health Dept. Community Wellness & Prevention Program Office for Oregon Health Policy and Research Office of Multicultural Health and Services OHSU- Infection Prevention & Control Department Oregon Attorney General's Sexual Assault Task Force Oregon Breast Cervical Cancer Oregon Health and Science University Oregon Health and Sciences University Oregon Health Authority Sam Chase Executive Director BS Kathleen Watson Tracy Gratto Ben Duncan Elizabeth Takahaski Tracy Gratto Program Manager Clinical Transformation Manager Program Development Specialist Healthy Worksite Coordinator Clinical Transformation Manager MPH BS MPH MPH Tricia Tillman Administrator MPH Molly Hale Nancy Greenman Bridget Roemmich Prevention Program Coordinator EHDI Coordinator/Genetics Coordinator MPH, CIC Ann O'Connell Director of Ambulatory Care RN, MSN Debbie Lamberger Sean Schafer Ambulatory Care Manager Medical Epidemiologist at Oregon Department of Human Services MPA MD, MPH Oregon Health Authority Tina Edlund Chief of Policy MURP Oregon Health Authority Dagan Wright Research Scientist PhD, MSPH Oregon Health Authority Public Health Division Oral Shanie Mason Oral Health Unit Manager MPH, CHES Health Program Oregon Health Policy & Nicole Research Merrithew Director MPH Oregon Healthcare Workforce Institute Jo Isgrigg Executive Director PhD OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 115

Track Health Promotion Organization Name Preceptor Name Preceptor Title Preceptor Credentials PATH for women Jamie Ross Co-Director PhD Program Design and Evaluation Services (OHA Myde Boles Affiliate Assistant Professor PhD and MultCo Health) Providence Cancer Center - Community Outreach National Community Center Tuyen Tran Specialist Cancer Program BS, MPA Providence Health & Sciences James Mason ED Culturally Competent Care PhD Providence Health and Services Sandy Bell Master Change Facilitator at Providence Health and Services Providence Orthopedic Cecily Institute Froemke Program Manager Providence Portland Medical Salomeja Center Garolis Clinical Nurse Specialist Safer PDX: Implementation of the Bazelon Center for Mental William Health Law Performance Nunley Safer PDX Project Coordinator Project San Juan de la Cruz Fernando University Health Center Leon SeaMar Community Health Center Mark Carlson Clinic Manager State of Oregon, Office of Nicole Oregon Health Policy Merrithew Research Director, MAC State of Oregon: Dustin Transformation Center Zimmerman Innovator Agent The Center for Social Wayne Innovation Organization Centrone Vice President Tualatin Hills Park and Superintendent of Security Mike Janin Recreation District Operations Virginia Garcia Memorial Health Center Ignolia Duyck Outreach Manager Willamette Dental Group Pam McCoy Member Services Manager American Hearth Association/Oregon Health & Science University, Department of Public Health & Preventative Medicine Attorney General's Sexual Assault Task Force Cascade AIDS Project - PIVOT Center for Women, Politics & Policy Central City Concern Clark County Public Health Department Community Action Partnership of San Luis Obispo Corporation for National and Community Service Janne Boone- Heinonen Nancy A. Greenman Kyle Ashby Assistant Professor Prevention Program Coordinator Community Engagement Specialist PhD RN MD, MPH MD BA,MPH BA, MPH NMD, MPH PhD, MPH JD Sunny Petit Executive Director MS Ted Amann Tricia Mortell Tracy Lang Wood Erwin Tan Director of Health System Development Program Manager, Clark County Public Health Dept., Chronic Disease Prevention Manager Director, Senior Corp/Health Futures Strategic Advisor BS Queer Studies MPH, RN MPH, RD MBA Immigrant and Refugee Pei-ru Wang Community Health Manager PhD MD OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 116

Track Organization Name Community Organization Kaiser Permanente, Center for Health Research, Familas en Accion Lewis & Clark College Preceptor Name Gloria D. Coronado Melissa Osmond Preceptor Title Senior Investigator Associate Director for Health Promotion March of Dimes Amanda Albin Program Coordinator MPH Mercy Corp Military VA & Oregon State Hospital Multnomah Co Health Dept., Community Health Services - STD/HIV/HCV Multnomah County Aging and Disability Services Division Multnomah County Health Dept. Multnomah County Health Dept., Community Capacitation Center Multnomah County Health Dept., Community Capacitation Center Multnomah County Health Dept., Mental Health & Addictions Division Multnomah County Health Dept. Barbara Willett Director, Monitoring, Evaluation and Learning Preceptor Credentials PhD Tom Brady Executive Director MSW Kim Toevs Prg Manager MPH Stephanie Spann Amy Sullivan Noelle Wiggins Contract Liaison Communicable Disease Program Manager Program Manager MPH CHES MA, Development Studies MSW Pamela Hiller Community Organizer BS PhD, MPH EdD, MSPH Sonja Miller Behavioral Health Coordinator MA, LPC Moriah McSharry McGrath Research Analyst MPH, MURP Northwest Portland Area Indian Health Board Tam Lutz Project Director MPH, MHA OHA/Health Security, Kathleen G Preparedness and Response Vidoloff Director PhD OHA/Oregon Immunization Susan Program Wickstrom Communications Specialist MA OHSU Molly Hale Infection Preventionist MPH OHSU - Layton Aging and Alzheimer's Disease Center OR Latino Health Coalition Oregon Environmental Council Oregon Health & Science University, Center for Research on Occupational & Environmental Toxicology Oregon Health & Science University, Lactation Committee Oregon Health & Science University, Layton Aging and Alzheimer's Disease Center Oregon Health & Science University, Oregon National Primate Center Linda Boise Executive Director MPH Alberto Moreno Renee Hackenmiller- Paradis Lisa Marriott Executive Director Environmental Health Program Director Associate Director, Health Discoveries Program MSW MPH PhD Anette Magner Lactation Consultant RN, BCLC, BS Linda Boise Education Core Director/Associate Professor of Neurology PhD, MPH Jeffery Jenson Director and Senior Scientist MD, MPH OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 117

Track Organization Name Oregon Health & Sciences University/Asian Health Service Center Oregon Health Authority Oregon Health Authority, Center for Health Protection, HIA Program Oregon Health Authority, Office of Environmental Public Health Oregon Health Authority, Public Health Division Oregon Health Authority, Public Health Division, Health Promotion & Chronic Disease Prevention Section Oregon Health Authority, Public Health Division, Injury Prevention and Epidemiology Oregon Health Authority, Public Health Division, Office of Adolescent Health Oregon Health Authority, Public Health Division, Office of Family Health & Women's Health Oregon Latino Health Coalition Preceptor Name Valerie Palmer Kathleen G Vidoloff Julie Early- Alberts Mandy Green Patty Wentz Kimberly LaCroix Adrienne Green Jennifer Young Stefanie Murray Alberto Moreno Preceptor Title ICHEE Course Director Director Program Manager Epidemiology/HIA Health Assessor Communications Director Nutrition Coordinator Manager, Oregon Public Health Division Nutrition and Physical Activity Coordinator Prevention Specialist Executive Director Oregon Public Health Institute Beth Kaye Project Manager JD Oregon Public Health Institute & Breastfeeding Coalition of Oregon PAVE - Promotion Awareness, Victim Empowerment PCC/Sylvania S.A.F.E./Women's Resource Center Portland State University, Regional Research Institute for Human Services Providence Health & Services Marion Rice Amanda Green Rut Martinez- Alicea Diane Yatchmenoff Gina Katigbak BCO Director, Maternal-Child Health Program Manager Associate Executive Director PCC: Safe Coordinator Director Providence Hospice Quality Manager Providence Health & Services Adele Hughes Health Outreach Director Run Portland Sean Coster Director MS Sexual Assault Resource Center Amy Collins Prevention Education Coordinator Preceptor Credentials ICHEE Course Director PhD MS MPH BA, 10+ yrs Communications Director MPH, RD MPA MPH, RD MPH MSW EdD MPA BA/MS PhD Health Outreach Director MAT The Wallace Medical Concern Anna K. Lynch Clinical Operation Manager MPH Upstream Public Health Tia Henderson Research Manager PhD, Director Upstream Public Health Volunteers of American Family Relief Nursery Claudia Arana Colen Health Equity Coordinator MPA Katie Harris Operations Specialist MPH OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 118

Track Primary Health Care and Health Disparities Organization Name Preceptor Preceptor Preceptor Title Name Credentials Washington County Health Amanda Chronic Disease Prevention and Human Services Garcia-Snell Coordinator MPH Western States Center Nancy Haque Director of Building Political Power MPA Bay Area Nutrition and Phys Activity Collaborative Susan Karlins BANPAC Coordinator MPH Becca Sanders, Independent Becca Program Evaluation Consultant Sanders Consultant PhD Benton Co Health Department Tatiana Dierwehter Program Coordinator MSW Catsop Co PH Department Margo Lalitch Director RN, MPH Central City Concern Geoff Sittler Occupational Therapist OTR/L Dept. of Prevention and Infection Control OHSU Marjory Underwood ICP Manager Kaufman and Associates Ed Fox Tribal Center Director PhD. La Pine Comm Health Center Peter Theobald Interim CEO MSW Jan Mayo Health System Henrickson- Coordinator Clinical Ethics RN, PhD Rochester Hellyer Consult Service RN, PhD Union County Fit Kids Nancy PI UC fit Kids Findholt Multnomah County Health John Jessup OHSU Faculty MPH Dept. Office of Family Health/OR Health Division Office on Women's Health, Region IX (US Dept. HHS), San Francisco OHA Div of Medical Assistance Programs Kathryn Broderick Kay Strawder Trevor Douglas Assessment & Eval Unit Manager Regional Women s Health Coordinator Program Director RN MPA J.D. MSW DC, MPH Outside In John Duke CEO MBA Pacific Source Community Solutions Dan Stevens VP of Government Programs MBA, MPH Policy change with the American Academy of Faculty Coordinator for SON John Jessup Pediatrics (did not do MPH RN, MPH internship for them) Providence Health & Services Faler, Jason Director, Business MSJ, MHA, Development FACHE San Mateo Co Health System, Katie Delia Sr. PHN Supervisor Teen Family Health Systems Maria Programs PH Reg. Nurse University of Michigan Injury BS Community Amy Teddy Program Manager Prevention Program Health Ed Washington Health James Foundation Whitfield President Yamhill Co PH Department Teri Watson Health Educator MPA 2.4.c Data on the number of students receiving a waiver of the practice experience for each of the last three years. Not applicable OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 119

2.4.d Data on the number of preventive medicine, occupational medicine, aerospace medicine and general preventive medicine and public health residents completing the academic program for each of the last three years, along with information on their practicum rotations. Table 2.4.d.i. presents residents in the Preventive Medicine and joint Family Medicine/Preventive Medicine Residency Program at OHSU, who complete an MPH degree during their placement unless they came to the residency program having already completed an MPH elsewhere. These residencies in preventive medicine are the only formal arrangements in the Oregon MPH Program. Depending on the needs of School of Medicine departments, the Epi/Bio track also may provide MPH training to other programs, including fellows in the Family Planning Program of the Department of Obstetrics and Gynecology, the Department of Emergency Medicine, and the Toxicology Program of the Oregon Poison Center. Residents may complete their MPH degrees in the Epi/Bio, HMP, or HP tracks. Table 2.4.d.i. Preventive Medicine and Family Medicine/Preventive Medicine Residents Field Placement Sites, 2010-2013 Residency Program (OMPH Track) Placement Site Year of Completion FM/PM (HMP) CareOregon In process PM (HP) Oregon Health Authority Office of Communications Director 2013 PM (HMP) Oregon Health Authority 2012 FM/PM (HMP) Center for Evidence-Based Policy, OHSU 2012 FM/PM (HMP) Oregon Foundation for Reproductive Health 2011 FM/PM Oregon Health Authority 2011 PM (Epi/Bio) Portland VA Medical Center 2011 PM Portland VA Medical Center 2011 FM/PM (HMP) Multnomah County Health Department 2010 FM/PM Oregon Health Authority Office for Oregon Health Policy and Research 2010 PM Portland VA Medical Center 2010 PM (Epi/Bio) Oregon Health Authority TB Control Program 2010 Student names removed for confidentiality 2.4.e Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: Through the field experience, Oregon MPH students apply, in a practice setting, the essential competencies and skills developed during their curricula. The field experience is intended to help students explore areas of interest, and it affords opportunities to become acquainted with, and navigate agencies and organizations engaged in, the delivery of public health services. In all tracks of the Oregon MPH Program, these competency-based learning OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 120

experiences are developed and agreed upon by the student, site preceptor, faculty advisor, and Field Experience Coordinator. The field placement provides one of multiple points of measurement in assessing students competency mastery. Each track in the Oregon MPH Program maintains minimum standards for field experiences, grounded in program-level minimum standards and documented in each track s field experience guidelines. Track-level minimum standards for field experiences are mapped to track competencies, which are in turn mapped to program-level competencies. The Epi/Bio track as added a formal student evaluation tool, effective fall 2013, to measure aspects of site performance and support for the field placement, in general. This will bring Epi/Bio into alignment with the assessments performed in all other Oregon MPH Program tracks. Weaknesses: Although student survey ratings of satisfaction, relevance, and benefit of the field experience provide confidence in the program s practicum design and processes, the number of students responding to the student survey is relatively small, and therefore may not be representative of the entire group of students in the Oregon MPH Program. Adding these additional assessment questions to the student final field experience evaluation is feasible and will correct this shortcoming. In surveys, some students expressed concerns about clarity of performance expectations for the field experience; the program has identified this as an area for improvement and in response has supported track-level efforts to hold orientation sessions and provide additional online resources. Plans: In anticipation of the 2014 program separation, each track will review its field experience resources, paying particular attention to the specificity of administrative requirements and suggestions for selecting and approaching a potential field placement site. This will help ensure that all information is readily available and clear to students as well as to faculty advisors and site preceptors. This review will be performed by the Field Experience Subcommittee, for consideration by the APC. In Fall 2014, the HP, HMP, and PHCHD tracks will move to a 4-point grading system for all field placements. In Fall 2014, the Epi/Bio track will move to a 6-credit culminating field experience, in alignment with other OMPH tracks. As of fall 2013, all tracks will add to the student s final evaluation report the questions used in the student survey. Including these survey items with all final products, as a mandatory component, will ensure a higher response rate. We anticipate that the answers to these questions will provide immediate feedback to the tracks, allowing for continuous improvement. In turn, each track will forward these data once per year to the Field Experience Subcommittee of the APC for review and compilation, as well as to the Program Office for purposes of overall program monitoring. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 121

2.5 CULMINATING EXPERIENCE All graduate professional degree programs identified in the instructional matrix shall assure that each student demonstrates skills and integration of knowledge through a culminating experience. 2.5.a Identification of the culminating experience required for each professional public health degree program. If this is common across the program s professional degree programs, it need be described only once. If it varies by degree or specialty area, sufficient information must be provided to assess compliance by each. The program maintains minimum standards for culminating experiences across all tracks, in order to ensure comparability and oversight. These program-level minimum standards are presented in Figure 2.5.a.i. The culminating experience in all tracks requires students to integrate knowledge and skills acquired in track and core required coursework and field experiences, and to apply theory and skills in a situation that approximates aspects of professional practice. Through the culminating experience, the student demonstrates her/his ability to: 1. Synthesize public health concepts as they relate to the student s specialty area; 2. Critically evaluate public health information; 3. Communicate public health information in writing (as evidenced in the final report of the field/organizational experience, or a thesis); and 4. Communicate public health information. Figure 2.5.a.i. Program Minimum Standards for Culminating Experiences All OMPH Program tracks will include in the curriculum a culminating experience that assesses students mastery of identified discipline-specific learning competencies as specified in the Track Learning Competency matrices. The experience will incorporate skills and knowledge drawn from the core disciplines of public health as well as from the students field experiences. Culminating experiences may take many forms (e.g., written or oral comprehensive exams, theses, comprehensive project, integration of field/organizational experience with presentation or written product), but should be uniform across students within a given track cohort. Each track within the Oregon MPH Program is responsible for managing the design and implementation of its culminating experience, taking into consideration the nature of the specialty discipline, the related track and program learning competencies, and the context of the academic unit(s) in which the track is housed. Each track is responsible for providing adequate documentation of the culminating experience including its description, competencies to be demonstrated, and evaluation instruments or protocols specifying the relationship of protocol to measurement of learning competencies to the Oregon Master of Public Health Program Director. The Oregon Master of Public Health Program Director is responsible for ensuring that track culminating experiences are in compliance with accreditation requirements and for providing general oversight of culminating experience offerings across the program. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 122

The nature of the culminating experience will be identified for students in the OMPH Student Handbook that relates to their year of entry into the program. Detailed information about the culminating experience may be provided in the handbook or in other formats (e.g., supplemental materials, informational seminars, through direct advising). Changes to culminating experience design, format, or implementation must be made known to students in accordance with the regulations of the host institution(s) in which the track is located. Track leadership will, as a group, discuss at the end of each academic year the tracks relative experiences with current culminating experience formats, as well as the need for any revisions or improvements and the process/timelines according to which such changes will be implemented. The results of these discussions will be documented and provided to the Program Director. Approved 9/05, Reaffirmed 4/13 The culminating experiences required of students in each track of the Oregon MPH Program are presented in Table 2.5.a.i. Detailed descriptions of each track s culminating experience are presented in Exhibit 2.5.a.i and Exhibit 2.5.a.i.OSU. Variations in culminating experiences across tracks reflect differences in disciplinary focus and curricula, although each experience serves as a capstone and requires demonstrable synthesis of track competencies. As all required courses including the five core courses are mapped to track competencies, a breadth of knowledge and skills from across the program of study are demonstrated. In the few situations in which a student does not successfully complete his/her culminating experience on the first attempt, the student may attempt it a second time. Under these circumstances, students are monitored by their advisor, Field Experience Coordinator, and/or other program faculty. If a student does not complete the culminating experience on the second attempt, s/he is administratively withdrawn from the program. Table 2.5.a.i. Culminating Experiences by Oregon MPH Program Track Track Epidemiology/Biostatistics Health Promotion Health Management and Policy Primary Health Care & Health Disparities Biostatistics Environmental and Occupational Health & Safety Epidemiology International Health Health Management and Policy Health Promotion and Health Behavior Culminating Experience Thesis Presentation (through AY2013-14) Field Experience with Reflective Paper and Oral Presentation/ Examination (AY2014-15) Field Experience with Reflective Paper Oral Examination Organizational Experience with Reflective Paper Oral Presentation Field placement with Reflective Paper Oral Examination Oral Examination Oral Examination Presentation of competency mastery Oral Examination Field Experience with Presentation Oral Examination Oral Examination OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 123

Dual Degrees (Track) Culminating Experience MD/MPH MSW/MPH (HMP) MSW/MPH (HP) MURP/MPH PhD/MPH (PHCHD) 1 See Epidemiology/Biostatistics See Health Management and Policy (PSU) See Health Promotion See Health Promotion See Primary Health Care and Health Disparities DVM/MPH (All) See All OSU Tracks OSU track data are shaded to denote their separation from the program in the next accreditation interval 1 The PhD/MPH Dual degree will be inactive as of AY2013-14. Examples of thesis proposals (Epi/Bio) and culminating field placements (HMP, HP, PHCHD) are provided in Exhibits 2.5.a.ii.1-5. Copies of the complete theses and the HP Oral Comprehensive exam question bank will be available onsite for review. 2.5.b Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: The Oregon MPH Program assesses each student s ability to synthesize and integrate knowledge through track-specific and competency-based culminating experiences. As the final learning activity and evaluation in the program of study, advisors and faculty ensure that each student has achieved mastery of track and program competencies through review of written products and/or oral presentation. This comprehensive final assessment is recognized to be the last in the series of measures in a student s academic path. In particular, strengths of the culminating experience include tailoring demonstration of competencies to the specialty track, oral and written examinations and/or presentations that assess students synthesis and integration of knowledge and skills against track and program competencies, clear and welldocumented guidance on expectations for the culminating experience, and rigorous methods of evaluation. With respect to the latter, direct methods are used to assess learning competencies program-wide and include written reports or thesis in all Portland-based tracks, and oral presentations or examinations in all but the fully online track (PHCHD). Weaknesses: Historically, some variation in culminating experiences across tracks has been accepted given the benefits of allowing each track to define expectations for the culminating experience and the methods for determining students mastery of basic knowledge in the specialty area. More systematic review is deemed necessary to evaluate continued uniformity of expectations and rigor in culminating experiences. During this accreditation interval, there has been less formal program-wide review of the culminating experience than is chartered in the program minimum standards. However, other program level assessment (e.g., student and alumni survey items) did continue, providing ongoing data and giving rise to leadership discussions of those culminating experiences incorporating the field placement, in particular. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 124

Plans: To ensure that minimum program standards are attained by tracks, as well as a reasonable level of uniformity of requirements and rigor, it is proposed that the membership of examining committees include a faculty member from outside the track. As proposed, this external member would attend the oral presentations and oral examinations and use a scoring framework and narrative comments to document aspects of the culminating experience process, and then would provide this review to the Oregon MPH Program Office for evaluation by program governance. In AY2013-14, the CC/APC will evaluate the strengths and weaknesses of this proposal. Annually, the CC/APC will discuss and review the overall status of the culminating experience using the proposed external evaluations as well as student and alumni surveys. As necessary, the CC will discuss procedures and standards that should be changed, altered, improved, or expanded. The CC/APC will define revisions to the Program Minimum Standards for the Culminating Experience, and will work with the Program Director to assure their implementation. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 125

2.6 REQUIRED COMPETENCIES For each degree program and area of specialization within each program identified in the instructional matrix, there shall be clearly stated competencies that guide the development of degree programs. The program must identify competencies for graduate professional, academic and baccalaureate public health degree programs. Additionally, the program must identify competencies for specializations within the degree programs at all levels (bachelors, masters and doctoral). 2.6.a Identification of a set of competencies that all graduate professional public health degree students and baccalaureate public health degree students, regardless of concentration, major or specialty area, must attain. There should be one set for each graduate professional public health degree and baccalaureate public health degree offered by the program (e.g., one set each for BSPH, MPH and DrPH). The Oregon MPH Program has a well-established competency-based curriculum developed during 2004-2006, and which has since been reviewed and updated. At the Fall 2010 Oregon MPH Program Leadership Retreat, for example, faculty and student representatives began a full review of the program s mission, values, and program-level learning competencies to which all track and subsequently required course competencies are mapped. Figure 2.6.a.i. presents the current set of Program Learning Competencies that guide the specialized tracks in building curricula. Figure 2.6.a.i. Oregon MPH Program Learning Competencies (2011) 1. Apply evidence-based knowledge of health determinants to public health issues. 2. Select and employ appropriate methods of design, analysis, and synthesis to address population-based health problems in urban and rural environments. 3. Integrate understanding of the interrelationships among the delivery, organization, and financing of health services. 4. Communicate public health principles and concepts through various strategies across multiple sectors of the community. 5. Employ ethical principles and behaviors. 6. Enact cultural competence and promote diversity in public health research and practice. 7. Apply public health knowledge and skills in practical settings. Exhibit 2.3.a.i includes the relative emphasis on Program Learning Competencies (PLC) in each of the five core courses required of all Oregon MPH students. Track competencies, further, are mapped to the PLC, as described in Criterion 2.3. As such, each of these program-level competencies is mapped not only to the core courses required of each student, but also to the track required courses for each program of study. These competencies are further measured (in differing combinations) via the Field Placement and Culminating Experiences [Criteria 2.4 and 2.5, and Exhibits 2.5.a.i and 2.5.a.i.OSU]. Thus, all PLC are measured for all students at multiple points in the program. For example, PLC #6, Enact cultural competence and promote diversity in public health research and practice, is developed and measured across all students during four of the five core courses (Principles of Health Behavior, Environmental Health, Epidemiology OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 126

Survey/Epidemiology-I, and Health Systems Organization). In all tracks, track-required coursework also is directly mapped to the track-specific competency addressing culturallycompetent practice. In the HP, PHCHD, and Epi/Bio tracks, 100% of such courses are mapped to this competency, while in the HMP track, 43% of track required courses have an explicit competency in this area and a separate course, PAH573 Values and Ethics in Health, provides students a concentrated focus in culturally competent professional behavior. Further, in the HP and PHCHD track field experiences, students identify a specific learning competency addressing culturally competent practice, which they then must demonstrate and reflect upon in their final products. In the HMP track, field placement students must evaluate themselves on this track-level competency in their self-assessments. In the Epi/Bio track, if the thesis does not expressly address this competency, the faculty committee queries students on this area during the oral defense. Cultural competence training and skill demonstration in all OSU tracks is presented in Exhibit 2.6.a.i.OSU. 2.6.b Identification of a set of competencies for each concentration, major or specialization (depending on the terminology used by the program) identified in the instructional matrix, including professional and academic graduate degree curricula and baccalaureate public health degree curricula. The Oregon MPH Program Track Learning Competencies (TLC) are discipline-specific expressions of the Program Learning Competencies. Each track competency is mapped to the respective program-level touchstones. Track competency matrices for each of the Oregon MPH Program specialty tracks are presented in Exhibit 2.6.b.i. These matrices map the specific required courses and field placements through which students develop mastery of stated skills. Track matrices are made available to students in the OMPH Student Handbooks, as well as on the program website. 2.6.c A matrix that identifies the learning experiences (e.g., specific course or activity within a course, practicum, culminating experience or other degree requirement) by which the competencies defined in Criteria 2.6.a and 2.6.b are met. If these are common across the program, a single matrix for each degree will suffice. If they vary, sufficient information must be provided to assess compliance by each degree or specialty area. See CEPH Data Template 2.6.1. Each of the tracks required courses are structured according to competency matrices that specify the learning activities and competency assessments through which students will develop skills and demonstrate mastery. These required course competency matrices are presented for the Portland-based tracks in Template 2.6.1 [Exhibit 2.6.b.ii.]. As of AY2013-14, the course matrices, previously available only on the program website, also will be included in the respective course syllabi [Exhibit 1.5.c.vi]. All required course syllabi are presented in Exhibit 2.6.c.i, and core course syllabi are presented in Exhibit 2.3.aiii. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 127

2.6.d Analysis of the completed matrix included in Criterion 2.6.c. If changes have been made in the curricula as a result of the observations and analysis, such changes should be described. The Oregon MPH Program s system of learning competencies was reviewed, confirmed, and/or updated during the two years 2010-2012. During this time, faculty in the PHCHD and HMP (PSU) tracks determined that changes to curricula were needed to best meet changing needs of students and the workforce. For PHCHD, this involved adding two new required courses (CPH527 Epidemiology of Disease and CPH526 Epidemiology of Aging), and one elective course (CPH528 Foundations in Organizational Leadership and Management). For the PSU HMP track, three courses were moved from elective to required status: PAH577 Health Care Law and Regulation, PAH587 Financial Management of Health Services, and PAH588 Program Evaluation and Management in Health Services. The HP track, then still linked to its sister track at OSU, assessed and confirmed the need for changes but planned that this new programming would take effect for the Fall 2014 cohort, subsequent to OSU s departure from the program. These changes have been approved through university channels, and include replacing nine elective credits with three required courses: PHE521 Qualitative Methods, PAH573 Values and Ethics in Health, and a new course, PHE519 Etiology of Disease. Health Promotion track faculty also determined that health communication competencies could be met either with the existing PHE540 Mass Communication and Health requirement or the former elective, PHE541 Media Advocacy for Public Health. These changes were based on assessment of the evolving needs of graduates as reflected in job postings, field placement requirements, and observations of faculty. Competencies were mapped at both the course and track levels; a new track matrix reflecting the Fall 2014 HP track changes is presented in Exhibit 2.6.b.i. As mentioned in Criterion 2.5, each of the three Portland tracks currently requiring a 3-credit Epidemiology Survey course (HP, HMP, and PHCHD) will move to a 4-credit Epidemiology I course in Fall 2014. This is consonant with the Epi/Bio track s offering, and will allow students in these three tracks to more seamlessly move into the Epi-II and Epi-III series courses offered through Epi/Bio. This change was initiated by track faculty who observed that the greater amount of time for skill-building offered by the additional course credit would be of benefit to all students. This change further was supported by the increasing number of students in the non- Epi/Bio tracks wishing to complete the full series. Two new tracks were added to the program during this interval, Epidemiology and Biostatistics, and competencies for each were developed and mapped to the Oregon MPH Program Learning Competencies. At the track levels, competencies were mapped according to the structure of the new College of Public Health and Human Sciences then developing at OSU. In Summer 2012, faculty in the HP track at OSU determined that a change to the track title, Health Promotion and Health Behavior, would better reflect the track s orientation. While there were minor changes to curricular requirements, track competencies remained the same. That same term, the Environmental and Occupational Health and Safety track made changes to the required and recommended elective courses in order to add breadth and depth to the curriculum. All OSU tracks moved to a 4-credit Epidemiology course in AY2012-13 both to allow more contact time for skill development and in preparation for the new college. Students who had been admitted under a course of study including the 3-credit course were allowed to complete the course at 3-credits. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 128

2.6.e Description of the manner in which competencies are developed, used and made available to students. The program adopted and continues to use the definition of competency provided by the National Commission on Health Education Credentialing (1996): an ability to apply a certain specified skill in dealing with some defined amount of meaningful subject matter. The essential feature of this definition is the emphasis on student skill development and application as it mirrors the OMPH Program s focus on what graduates need to be able to do, beyond what they need to know, upon graduation and entering the workforce. The competency-based model developed in 2004 continues to provide the foundation for this practical emphasis in the program. The initial competency development process was based on assessment of a number of competency sets including those of the Council on Linkages, Johns Hopkins Community Health Scholars, and the National Commission on Health Education Credentialing. In assessments since the initial structure was developed, the program also has considered the Association of Schools of Public Health MPH Core Competency Model. The initial structure and process were grounded in a modified curriculum-development method detailed in Understanding by Design (Wiggins and McTighe, 1998), which recommends beginning at the end point what skills the student must have at the conclusion of instruction and back designing to the highest-level program mission and goal statements. This ensures coordination of competencies at all levels, and guarantees that program emphasis is keenly focused on the skills students are to master. Since that initial planning period, competency review has been bidirectional, operating both from the perspective of how the program wishes to contribute to the field of public health and the region in which we reside, and from the subdisciplinary perspectives with consideration of what new professionals in those areas will need to be able to do. Full information about Program Learning and Track Competencies is made available to students through both the Oregon MPH Program website and in annually-updated student handbooks. The competency structure is explained to students during New Student Orientation, and stands as the program s commitment to what they will learn during their studies. Each syllabus for a core or required course includes the set of competencies for that course. As described in criterion 2.6.c, full course competency matrices will be added to core and required course syllabi in Fall 2014 to further emphasize the importance of the skills to be developed in that course and more directly allow students to monitor in which aspects of a course specific skills will be developed. This also will guide new and adjunct instructors stepping into a course title, helping to ensure compliance with agreed-upon curricula and skills emphasis. The evaluation process at the end of each core and required course reinforces the importance of and attention to the program s competency-based model. Each of the five core courses and all required courses in each track include a concluding evaluation instrument that asks students to rate the course on its effectiveness in conveying the stated competencies. As was discussed in Criterion 1.2, the program office collects these competency evaluations from students across all core and required course offerings, and data are summarized and provided to program leadership and department Chairs for purposes of planning and quality assurance. A final means by which the importance of track and program competencies is emphasized is through students formal field experiences, as they are structured around students own placement-specific competencies and must map to track competencies per the Field Experience Minimum Standards for that track [Criterion 2.4 and Exhibit 2.4.a.ii]. Students then reflect upon OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 129

their performance of those competencies in their final reports, and field preceptors further assess students performance of track competencies as part of their student evaluations. 9 As of Spring 2010, the biennial Alumni Survey asks graduates how prepared they feel to perform the seven Program Learning Competencies and the specific track-level competencies for their subspecialty. This survey complements both the core and required course competency evaluations and the students self-assessments following their field placements. Alumni survey results are presented in Exhibit 1.2.a.iii, and Core and Required Course Competency Evaluation Summaries are presented in Exhibits 2.7.a.i and 2.7.a.ii. 2.6.f Description of the manner in which the program periodically assesses changing practice or research needs and uses this information to establish the competencies for its educational programs. The Oregon MPH Program assesses, through a variety of mechanisms, the currency and relevance of its curriculum and competencies to the changing needs of public health practice and education. These include faculty involvement in and monitoring of their subspecialties and the field of public health, feedback via the alumni survey, evaluations of student skill preparation by field experience preceptors, input from the program s External Advisory Council, reviews of current literature on public health practice needs, and ongoing interactions with local and state public health professionals. Most directly within the governance structure, members of both the CC and APC, who continually assess changing trends in public health education and act as conduits with their tracks, evaluate and propose changes to track and program competencies and curricula. For example, program leadership have had a number of conversations instigated by changes in professional competencies, feedback from the EAC, and faculty s observations of professional needs and trends regarding whether and how to formally integrate a biology component into the program. After much discussion including concern about the impact of adding additional requirements to an already full 2.5 year course of study, and/or whether three of the five core courses could support additional competencies should biology be woven throughout those syllabi the decision was made within the HP and PHCHD tracks to pilot freestanding required courses (PHE519 Etiology of Disease for HP in Fall 2014, and both CPH527 Epidemiology of Disease and CPH526 Epidemiology of Aging for PHCHD). These classes, required of students in those two tracks, can be elective options for students in Epi/Bio and HMP. These three courses, students preparation and performance within them, and interest from within the other tracks, will be monitored to support decision making about a program level requirement. 2.6.g Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: A complete, integrated, and mapped learning competency structure is in place, beginning at the level of each required course and extending through the tracks to the program levels. Through this mechanism, Oregon MPH Program faculty can assure that every student, 9 The PHCHD track has, as of fall 2013, added a preceptor evaluation of student competencies to the existing instrument. All other tracks had previously added this component. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 130

regardless of specialty area in which s/he is enrolled, gains discipline-specific mastery of the skills deemed most important by the program. This competency structure provides the basis not only for planning but also for assessing student progress, and for students and alumni to evaluate adequacy of the program in training. Weaknesses: While the integrated competency model is a strength of the program, changes at any one level of the model often necessitate adjustments throughout. The complexity of this model places an administrative responsibility on Track Coordinators to orient new faculty, and to communicate and coordinate with others before making changes to track level curricula. Plans: As of AY2013-14, the core and required course competency matrices will be included in each respective course syllabus. The program will continue to monitor and regularly review the competency model at all levels, from mission, goals, values, and program learning competencies, to the track and course levels. Additional monitoring of the new biology requirements in two tracks will help the program assess whether these should be extended to the program level. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 131

2.7 ASSESSMENT PROCEDURES There shall be procedures for assessing and documenting the extent to which each student has demonstrated achievement of the competencies defined for his or her degree program and area of concentration. 2.7.a Description of the procedures used for monitoring and evaluating student progress in achieving the expected competencies, including procedures for identifying competency attainment in practice and culminating experiences. There are multiple points of measurement by which the Oregon MPH Program evaluates and monitors students progress in meeting required learning competencies. These include: Performance in individual courses satisfying specific track competencies. Each of the courses identified in the OMPH Track Competency Matrices is a required class, identified as part of the student s route to developing mastery of a given competency [Template 2.6.1]. Students must maintain an overall GPA of 3.0, and may not receive lower than a B- in any required, competency-mapped course. Should a student earn a B- in a required course, s/he must repeat the class. A student s GPA, one measure of the competency development process, is monitored both by the student and his/her faculty advisor. The respective institutional Graduate Schools also monitor students good standing according to program and campus policies. Students are assigned a faculty advisor upon entering the program, and students and advisors are expected to meet regularly during the course of study to monitor student progress toward degree. Such progress necessitates the development of the specified skills in each course. Further, the Track Coordinator is available to support needs and questions relative to competency development through core and elective coursework, as well as other required program activities. All core course teams continue to operate from an agreed-upon course competency matrix, initially developed in AY2004-05 and last updated in AY2011-12. These matrices, presented in Exhibit 2.3.a.ii, detail course competencies mapped to Program Learning Competencies, the specific learning activities selected by faculty for developing skills in those areas, and the agreed-upon mechanisms of competency demonstration and measurement. Similarly, the track required course matrices developed in teams if identical titles are taught across campuses, but the majority of which are created by individual faculty are mapped to Track Learning Competencies, specify the learning activities through which skills are to be developed in those areas, and identify the mechanisms of competency demonstration and measurement [Criterion 2.6]. Competency demonstrations in core and required courses, as indicated in the matrices, often incorporate some combination of individual or group projects (community-based or other), presentations, scholarly papers, class leadership, and oral or written examinations. In addition to making competencies available on the program website and in the student handbooks, as of AY2013-14 all required courses will include the full competency matrix in course syllabi to assure faculty and students have the same expectations of skill development and processes for demonstration of mastery. To contextualize assessment of student progress toward competency mastery in required courses, the program provides students an evaluation at course conclusion in which they rate OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 132

the adequacy of each class in addressing the stated competencies [ This course is designed to help you develop fundamental skills to this topic. How well do you feel this class prepared you to do the following... ]. These Core and Required Competency Evaluations, along with aggregate results by title over the past three years, are presented in Exhibits 2.7.a.i and 2.7.a.ii. These instruments provide important feedback to instructors and Department Chairs regarding student assessment of classes. They also provide a useful backdrop against which to relate aggregate student performance, should there be apparent trends toward group-level poor outcomes. Evaluated competency mastery in field experience. In the required field experience, all students must develop a series of placement-specific competencies mapped to their track competencies, in accordance with the Field Experience Minimum Standards documents [Exhibit 2.4.a.i]. Throughout the placement often the first program opportunity for students to bring to bear the breadth of what they have learned in their coursework to address a real world problem students demonstrate mastery of these predetermined competencies, under the observation of a qualified preceptor [Criterion 2.4]. At the conclusion of the placement, the student s various competency demonstrations and evidence of competency mastery are assessed by each the student, the preceptor, and the faculty advisor and/or Field Experience Coordinator overseeing the placement. Specific processes for such assessment vary slightly by track, as described in Criterion 2.4. Because this is a guided experience with both faculty and preceptor available to assist and adjust competencies to changes that arise during the placement, students generally do not reach the end of their placements without having met all specified competencies. In the few cases in which students did not fully demonstrate mastery of all competencies, they returned to the field or to their deliverables to assure that all were met prior to official completion of the placement. Field Experience pass rates are presented in Table 2.7.b.iii. Evaluated competency mastery in culminating experience. All students in the Oregon MPH Program are required to demonstrate mastery of track learning competencies at the conclusion of their programs through an integrative experience that is the final in that track s series of measurements of competency mastery [Criterion 2.5]. The tracks culminating experiences are grounded in the competency-based model, as specified in Culminating Experience Minimum Standards [Criterion 2.5.a, Table 2.5.a.i.]. Program culminating experiences take the form of theses, field experience and oral comprehensive exam, field experience and presentation with oral defense, and field experience with written product addressing competencies. Students performance in their culminating experience, in all tracks but Primary Health Care & Health Disparities and HMP-PSU, is reviewed by a team of faculty. In PHCHD and HMP-PSU, student performance in the culminating experience is assessed by the Field Experience Coordinator and the placement preceptor. As of fall 2013, two PHCHD faculty will review each culminating experience. If a student does not adequately demonstrate mastery of competencies in the context of a first attempt at the culminating experience, s/he has an additional opportunity to do so; unsatisfactory performance in this second attempt results in administrative dismissal from the program. Culminating Experience pass rates are presented in Table 2.7.b.iii. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 133

2.7.b Identification of outcomes that serve as measures by which the program will evaluate student achievement in each program, and presentation of data assessing the program s performance against those measures for each of the last three years. Outcome measures must include degree completion and job placement rates for all degrees included in the unit of accreditation (including bachelors, masters and doctoral degrees) for each of the last three years. See CEPH Data Templates 2.7.1 and 2.7.2. If degree completion rates in the maximum time period allowed for degree completion are less than the thresholds defined in this criterion s interpretive language, an explanation must be provided. If job placement (including pursuit of additional education), within 12 months following award of the degree, includes fewer than 80% of graduates at any level who can be located, an explanation must be provided. Degree Completion. Template 2.7.1 presents MPH aggregate degree completion across all Oregon MPH Program tracks. Additional track-level details supplementing Template 2.7.1 are presented in Exhibit 2.7.b.i. Students who accepted admission but did not matriculate are not included. The Oregon MPH Program is designed to appeal to students at a variety of stages of professional development. As such, it serves both part-time and full-time students, working and non-working, returning, and continuing. Degree completion can range from two to seven years, with a maximum of seven years permitted in all tracks except Epi/Bio. Students in the Epi/Bio track have six years to complete their degree, per policy of the medical school in which the track is housed. As indicated in our 2012 CEPH Annual Report, the Epi/Bio and PHCHD tracks in the AY2005-06 cohort did not meet the 80% aggregate graduation threshold, for the specific reasons cited in the program s response report to CEPH (accepted March 25, 2013 and included in Exhibit 2.7.b.ii). Recalculation of track data for those years revealed that EOSH in AY2005-06 and HMP (OSU) in AY 2006-07 also did not meet the then-80% graduation threshold for those years, at 60% and 66%, respectively. In both cases, those who left the program were full-time working students who determined that MPH study was too great a commitment at that time. Graduation rates in these tracks since then, and in all other tracks throughout this accreditation interval, have met the designated graduation threshold (now 70%). OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 134

2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Table 2.7.b.i. (CEPH Template 2.7.1) Oregon MPH Program Degree Completion, MPH Degree Cohort of Students 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 # Students entered/continuing 135 # withdrew, dropped, etc. 9 # Students graduated 0 Cumulative graduation rate 0% # Students entered/continuing 126 129 # withdrew, dropped, etc. 9 13 # Students graduated 34 0 Cumulative graduation rate 25% 0% # Students entered/continuing 83 116 135 # withdrew, dropped, etc.. 7 6 2 # Students graduated 43 41 5 Cumulative graduation rate 57% 32% 4% # Students entered/continuing 33 69 128 128 # withdrew, dropped, etc. 1 3 6 4 # Students graduated 16 40 49 2 Cumulative graduation rate 69% 63% 40% 2% # Students entered/continuing 16 26 73 122 146 # withdrew, dropped, etc. 2 0 1 5 7 # Students graduated 4 15 35 46 1 Cumulative graduation rate 72% 74% 66% 38% 1% # Students entered/continuing 7 14 35 71 138 156 # withdrew, dropped, etc. 0 2 2 2 7 5 # Students graduated 5 6 13 35 56 1 Cumulative graduation rate 78% 77% 77% 65% 39% 1% # Students entered/continuing 2 6 20 34 75 150 156 # withdrew, dropped, etc. 1 0 0 0 4 5 5 # Students graduated 1 4 12 14 46 65 1 Cumulative graduation rate 79% 80% 86% 76% 71% 42% 1% # Students entered/continuing 0 2 8 20 25 80 150 164* # withdrew, dropped, etc. 0 0 0 2 0 1 5 0 # Students graduated 0 1 1 10 7 31 65 39 Cumulative graduation rate 79% 81% 87% 84% 75% 62% 42% 24% *Data from AY2012-13 will be available to reviewers during the OMPH Program site visit, October 24-25, 2013. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 135

Table 2.7.b.ii. (CEPH Template 2.7.2) Graduates Employment Destination of Graduates by Employment Type in Academic Year 2009-10 Employed 84 Continuing education/training (not employed) 9 Actively seeking employment 0 Not seeking employment (not employed and not continuing education/training, by choice) Unknown 21 Total 114 % Employed or continuing education of those located 100% Destination of Graduates by Employment Type in Academic Year 2010-11 Employed 61 Continuing education/training (not employed) 11 Actively seeking employment 5 Not seeking employment (not employed and not continuing education/training, by choice) Unknown 19 Total 101 % Employed or continuing education of those located 92% Destination of Graduates by Employment Type in Academic Year 2011-12 Employed 83 Continuing education/training (not employed) 14 Actively seeking employment 11 Not seeking employment (not employed and not continuing education/training, by choice). Unknown 7 Total 116 % Employed or continuing education of those located 89% Employment data are reported for the graduates in the prior year, e.g. in AY2009-10 the graduates from AY2008-09 are reported. *Data from AY2012-13 will be available to reviewers during the OMPH Program site visit, October 24-25, 2013. 0 1 1 OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 136

Additional Outcome measures of Student Achievement. Additional outcomes used by the program to reflect student achievement include aggregate core course grade point averages, culminating experience completion rates, and field experience completion rates. Program-wide aggregates of these variables are presented in Table 2.7.b.iii. Table 2.7.b.iii. Aggregate Indicators of Oregon MPH Program Student Achievement Indicator 2009-10 2010-11 2011-12 Core Course GPA 3.72 3.76 3.67 Culminating Experience Pass Rates (%) 1 99.7% 100% 100% Field Experience Pass Rates 2 100% 100% 99.7% 1 The culminating experience, if not passed on the first attempt, may be retaken once. In AY2009-10, one student did not pass the HP track oral comprehensive exam. The student was advised to repeat the exam within one calendar year, and met with the faculty advisor in advance of the second exam to debrief and discuss preparation for the second exam. The student did not pass the second exam, and was administratively dismissed from the program. 2 In 2011-12, one student did not complete his field experience. The program has been unable to reach him to determine any support that may be required. *Data from AY2012-13 will be available to reviewers during the OMPH Program site visit, October 24-25, 2013. 2.7.c An explanation of the methods used to collect job placement data and of graduates response rates to these data collection efforts. The program must list the number of graduates from each degree program and the number of respondents to the graduate survey or other means of collecting employment data. Job placement data for recent graduates are collected as part of the program s Annual Track Report. Each track conducts an employment and service survey of its alumni, and reports these data to the Program Office. Because response proportions are historically low, the Program Office supplements these efforts by directly emailing graduates, communicating with Track Coordinators and advisors, and searching for alumni on LinkedIn and Facebook. Data reporting methods were revised in AY2012-13 by replacing track and biennial Alumni Survey items with an annual Recent Graduates Survey. The intent of this new tool is to collect information from new graduates in a more timely manner, to limit the possibility of overtaxing our list with multiple surveys, and to elicit a greater response rate by using a shorter instrument. Final Recent Graduates Survey data for the cohort graduating in AY2011-12 are summarized in Table 2.7.c.i. Table 2.7.c.i. Recent Alumni Report of Employment within 12 Months of Graduation, Academic Year 2012-13, All Tracks, Recent Graduates Survey Employment Status 2013 (n) Percent Accepted a new job Returned to my old job Am still looking for employment Am not looking for employment Am continuing my education/training 37 8 6 1 7 63 14 10 2 12 Total 59 100 OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 137

Prior to the new Recent Graduates Survey, alumni employment status was assessed through the broader biennial Alumni Survey. This 25-item survey included questions about ongoing perceptions of competency mastery, preparation for a public health career, relevance of curricula to current job, description of current employment experience, needs for continuing education and career services, and overall satisfaction with the program. The employmentfocused responses from this survey are presented in Table 2.7.c.ii. Table 2.7.c.ii. Oregon MPH Program Alumni Survey Report of Employment within 12 Months of Graduation, 2010 and 2012, All Tracks 2010 2012 How long after graduation from OMPH did you accept a job offer? n Percent n Percent Accepted a job prior to graduation 15 15 53 25 0-3 months 42 44 78 36 4-6 months 14 15 46 12 7-12 months 5 5 16 7 Over 12 months 7 7 13 6 Returned to previous job 14 14 30 14 Total 97 100 216 100 The 2010 survey was distributed electronically to 480 alumni (53% of total, as contact information was not available for all), and 936 alumni in 2012 (83% of total). Of these, 106 alumni (22%) responded to the 2010 online survey and 247 alumni (26%) responded in 2012. Seventy-nine percent of respondents to the 2010 Alumni Survey reported that they had accepted a job within 12 months of graduation. In 2012, 80% of alumni reported employment within 12 months of graduation, of whom 14% returned to their previous places of employment. Further, alumni reported working in the following sectors: 23% governmental, 20% university/research, 14% not-for-profit, 15% health care, 5% private organization, 1% private practice, 1% not health related, and 10% other, while another 11% report furthering education. In 2010, 94% of respondents reported working in a public health or related field [Table 2.7.c.iii]. Also that year, 84% of alumni reported satisfaction with the impact of the MPH degree on their careers, and 79% reported satisfaction with the relevance of the Oregon MPH Program curriculum to their current positions. In 2012, 87% of respondents reported working in a public health or related field, 88% reported satisfaction with the impact of the MPH degree on their careers, and 82% reported satisfaction with the relevance of the Oregon MPH Program curriculum to their current positions. What these data do not reveal, however, is the broad range of roles and positions held by Oregon MPH Program graduates, including leadership positions within the public health system and other agencies or organizations [Exhibit 2.7.c.i]. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 138

Table 2.7.c.iii. Alumni Survey Data Regarding Current Employment in Public Health Item 2010 % 2012 % Are you currently employed in public health or a related field? (n=82) (n=175) Yes 77 94 153 87 No 5 6 22.7.2 13 Does your current position require an MPH degree? (n=82) (n=180) Yes 26 30 39 22 No 27 31 67 37 Preferred, not required 34 39 74 41 Satisfaction with impact the MPH has on your career. (n=97) (n=150) Satisfaction with the relevance of the OMPH curriculum to current work? Satisfied 81 84 131 88 Dissatisfied 3 3 6 3 Neutral 13 13 13 9 (n=97) (n=216) Satisfied 77 79 177 82 Dissatisfied 3 3 14 6 Neutral 17 18 25 12 In efforts to increase Alumni Survey response rates, the alumni database was updated and expanded in 2010. First, the University Foundations from each partner campus provided MPH alumni contact information on file. Second, a major effort was made via social media and Internet searches to obtain current email addresses for alumni whose contact information had become outdated. Several Oregon MPH Program alumni who supported the development of the Alumni Association also made extra efforts via social media to engage alumni and collect email addresses. Finally, an incentive to encourage participation was provided, in the form of a drawing for one of two $100 gift cards. Nonetheless, response proportions while improved by 4% over recent years remain lower than desired. The program is responding by reevaluating the length of the instrument, splitting the survey into two that will go either to alumni having graduated more than one year prior or to new graduates, and continuing to build alumni relationships through the relatively new Oregon MPH Alumni Association. 2.7.d In fields for which there is certification of professional competence and data are available from the certifying agency, data on the performance of the program s graduates on these national examinations for each of the last three years. The biennial Alumni Survey includes two questions that assess earned public health certifications. The first is the Certified Health Education Specialist Exam (CHES) for Health Promotion graduates: in 2010, 13 respondents (13%) reported taking the exam and passing, and in 2012, 13 respondents (6%) reported taking the exam and passing. It is important to note that these numbers may reflect a lag in reporting as some current students holding OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 139

undergraduate degrees in health promotion, but who are not yet MPH alumni, take the exam during their programs. The second credential queried is the Certified in Public Health (CPH) exam for all graduates of an accredited MPH degree. In 2010, two Oregon MPH alumni (2% of survey respondents) reported taking and passing this exam. In 2012, the program was notified by the National Board of Public Health Examiners (NBPHE) that two graduates had taken and passed the exam. 2.7.e Data and analysis regarding the ability of the program s graduates to perform competencies in an employment setting, including information from periodic assessments of alumni, employers and other relevant stakeholders. Methods for such assessment may include key informant interviews, surveys, focus groups and documented discussions. Beginning in 2010, the biennial Alumni Survey added items to assess alumni perceptions of ongoing proficiency in the Program Learning Competencies. As described in Criterion 2.6, all of these competencies were developed based on essential skills for careers in public health. Results on these items from the last two Alumni Surveys are presented in Table 2.7.e.i. Alumni ratings of perceived preparedness to perform Track Learning Competencies also are assessed, and are presented by track in Exhibit 2.7.e.i. Table 2.7.e.i. Alumni Perceptions of Preparedness to Perform Program Learning Competencies, 2010 and 2012 Competency Apply evidence-based knowledge of health determinants to public health issues Select and employ appropriate methods of design, analysis, and synthesis to address population-based health problems in urban and rural environments Integrate understanding of the interrelationships among the delivery, organization, and financing of health services Communicate public health principles and concepts through various strategies across multiple sectors of the community Employ ethical principles and behaviors Enact cultural competence and promote diversity in public health research and practice Apply public health knowledge and skills in practical settings Response Well prepared Somewhat prepared Not prepared Well prepared Somewhat prepared Not prepared Well prepared Somewhat prepared Not prepared Well prepared Somewhat prepared Not prepared Well prepared Somewhat prepared Not prepared Well prepared Somewhat prepared Not prepared Well prepared Somewhat prepared Not prepared 2010 (n=106, 22%) 76% 24% 0% 55% 43% 2% 48% 43% 9% 74% 24% 2% 83% 16% 1% 66% 33% 1% 77% 20% 3% 2012 (n=247, 26%) 75% 22% 3% 49% 44% 7% 41% 48% 11% 63% 32% 5% 84% 14% 2% 63% 31% 6% 74% 22% 4% OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 140

The majority of alumni across both surveys reported feeling generally prepared to perform program learning competencies. The competencies at the program level with which alumni reported feeling most secure are related to ethical and evidence-based practice and applying knowledge and skills in practical settings. Those competencies with which alumni reported feeling least secure are related to research design and methods, and the delivery, organization, and financing of health services. It is important to note that the level of competencies with which students and alumni are most familiar are not those expressed at the program level but rather those mapped to them at the track level. While the majority of alumni reported ongoing confidence in their ability to perform track competencies, on average, alumni also reported slightly less ongoing confidence in competencies related to discipline-specific research methods and public health communication. Reviewing post-course competency evaluations for these same cohorts, however, students reported strong preparation to perform in these same skill domains. Discussing these findings, the CC/APC determined that alumni from the varying tracks likely would require differing types of support for ongoing competency mastery, and that deeper investigation would be required to understand in what ways and with which specific skills alumni were feeling less prepared. Faculty leadership decided that focus groups would be bundled into an already-planned alumni event for the upcoming academic year, in order to drill deeper into these findings and discuss solutions. Although the Oregon MPH Program cannot be assured that respondents to the course competency evaluations are the same as those responding to the alumni survey, in general there is a pattern in which students felt prepared to perform competencies while in the program, and somewhat less prepared but still competent in these areas over the course of years. It also should be noted that program competencies were added in AY2004-05 and have shifted slightly over time, and thus the competencies alumni studied under may not be precisely those queried now. Nonetheless, program leadership believes any differences between post-immediate competency development and ongoing competency proficiency speaks to the need for continued workforce support. Discussion of workforce development plans is presented in Criterion 3.3. The program collects preceptor evaluations at the conclusion of students competency-based field placements. Preceptor feedback is assessed within tracks, and Field Experience Coordinators report a consistent trend of strong preceptor satisfaction with student competence in the stated domains. The fact that students frequently attain employment at their field placement, and/or have access to the agency/organization for their thesis and other project and volunteer work, is further evidence that the contributions and skills of Oregon MPH students during the internship are valued. Finally, as preceptor feedback is a critical component of whether the student is permitted to progress through the field placement, the field experience pass rate is an indirect indication of preceptor satisfaction with student performance in program competencies. As described in Criteria 1.2 and 3.3, the EAC -- also comprised of employers from around the region, many of whom also are alumni -- regularly provides feedback to the program regarding skills and knowledge that are program strengths, and those they feel could benefit from buttressing. Past feedback has included recommendations of a formal biology competency in the program, and additional leadership training for students irrespective of track focus. External Advisory Council minutes with recommendations are presented in Exhibit 1.5.a.i. The program is in the process of instituting an employer survey in Fall 2013 [Exhibit 2.7.e.ii]. The EAC, at its summer meeting, discussed the benefits of and concerns surrounding different approaches to such a study. It was decided that a survey that focused more broadly on the OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 141

specific skills of MPH graduates, in general, followed by a small number of questions asking respondents to relate those questions to OMPH Program graduates, in particular, would assuage any concerns regarding employer/employee confidentiality and allow a respondent to answer as narrowly or broadly as s/he is comfortable. The survey will pilot with employers in the preceptor database, after which, with any revisions, it will be distributed to public health agencies and organizations known to be primary employers of OMPH Program graduates. The survey instrument and preliminary findings will be available onsite for review. 2.7.f Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: Learning competencies are developed for each track and are specific expressions of the overarching program learning competencies. Student achievement is assessed through demonstration of competency mastery in coursework, field experiences, and culminating experiences, as well as through progress toward degree. Learning activities and competency demonstrations have been reviewed, revised, and/or reaffirmed by the respective groups of instructors to ensure that activities link to, and provide adequate opportunities to practice and measure, the skills students are to develop. A majority of Oregon MPH Program alumni responding to the program s surveys report employment in public health (94% in 2010, and 87% in 2012). The alumni survey has been revised to include competency-based self-assessment. Efforts to locate alumni previously lost to follow-up have yielded a higher response rate. A program-wide database of alumni has been instituted since the last accreditation visit. A new employer survey is being piloted in Fall 2013. Weaknesses: Despite a more complete alumni database, keeping current contact information for graduates remains an ongoing administrative challenge. Plans: Continue to track and retain alumni connections through the relatively new Oregon MPH Program Alumni Association. Drill further into the ongoing competency mastery data provided by the Alumni Survey to determine any patterns in, and any potential roots of, perceived skill slippage. Pilot the new Employer Survey with the preceptor roster; revise as indicated by findings and distribute more broadly to regional employers of OMPH Program graduates. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 142

2.8 BACHELORS DEGREES IN PUBLIC HEALTH 2.8.a Identification of all bachelors-level majors offered by the program. The instructional matrix in Criterion 2.1.a. may be referenced for this purpose. Not applicable to the Oregon MPH Program. 2.8.b Description of specific support and resources available in the program for the bachelors degree programs. Not applicable to the Oregon MPH Program. 2.8.c Identification of required and elective public health courses for the bachelors degree(s). Not applicable to the Oregon MPH Program. 2.8.d A description of program policies and procedures regarding the capstone experience. Not applicable to the Oregon MPH Program. 2.8.e Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. Not applicable. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 143

2.9 ACADEMIC DEGREES 2.9.a Identification of all academic degree programs, by degree and area of specialization. The instructional matrix in Criterion 2.1.a may be referenced for this purpose. Not applicable to the Oregon MPH Program. 2.9.b Identification of the means by which the program assures that students in academic curricula acquire a public health orientation. If this means is common across the program, it need be described only once. If it varies by degree or specialty area, sufficient information must be provided to assess compliance by each. Not applicable to the Oregon MPH Program. 2.9.c Identification of the culminating experience required for each academic degree program. If this is common across the program s academic degree programs, it need be described only once. If it varies by degree or specialty area, sufficient information must be provided to assess compliance by each. Not applicable to the Oregon MPH Program. 2.9.d Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. Not applicable. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 144

2.10 DOCTORAL DEGREES 2.10.a Identification of all doctoral programs offered by the program, by degree and area of specialization. The instructional matrix in Criterion 2.1.a may be referenced for this purpose. Not applicable to the Oregon MPH Program. 2.10.b Description of specific support and resources available to doctoral students including traineeships, mentorship opportunities, etc. Not applicable to the Oregon MPH Program. 2.10.c Data on student progression through each of the program s doctoral programs, to include the total number of students enrolled, number of students completing coursework and number of students in candidacy for each doctoral program. See CEPH Template 2.10.1. Not applicable to the Oregon MPH Program. 2.10.d Identification of specific coursework, for each degree, that is aimed at doctorallevel education. Not applicable to the Oregon MPH Program. 2.10.e Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. Not applicable. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 145

2.11 JOINT DEGREES If the program offers joint degree programs, the required curriculum for the professional public health degree shall be equivalent to that required for a separate public health degree. 2.11.a Identification of joint degree programs offered by the program. The instructional matrix in Criterion 2.1.a may be referenced for this purpose. There are six formal dual degree programs approved through the Oregon MPH Program and identified in Table 2.11.a.i. Dual degrees allow students to obtain two degrees in a shorter timeframe than if they had enrolled in both degrees sequentially, as either select required courses for each degree are counted as electives for the other, or a small number of required courses for one degree are accepted in lieu of a duplicative title required for the other degree (e.g., quantitative or qualitative methods). The five public health core courses and the field experience are exempt from this latter form of transposing in Oregon MPH Program dual degrees with Portland-area tracks. Students seeking one of the formal dual degree options must apply and be admitted to each degree program, individually, and fulfill the academic requirements for each program. Table 2.11.a.i. Dual Degrees Dual Degrees Track Academic Professional MPH/MD Epi/Bio x MPH/PhD 1 PHCHD x x MPH/MSW HP, HMP x MPH/MURP HP x MPH/MS 2 PHCHD Inactive 1 MPH/DVM All OSU x OSU track data are shaded to denote their separation from the program in the next accreditation interval 1 To be inactivated in AY2013-14, due to non-enrollment 2 Inactive due to lack of enrollment, see further explanation in Criterion 2.11.b. The occasional student will seek an MPH degree while concurrently pursuing another graduate degree for which there is not a formal dual degree option but for which arrangements can be made. Examples of these informal dual degrees in the past have included an MPH and Masters in Anthropology, and an MPH and Master of Science in Criminology and Criminal Justice. It is important to note that because these are not formally approved dual degrees, students may not credit-share and there is no shortened length of these informal degree pairings. Each of the approved formal dual degrees co-sponsored by the Oregon MPH Program is described, below. DVM/MPH (Doctor of Veterinary Medicine) This program allows students to complete the MPH/DVM in five years of study using pre-approved and cross-listed courses as electives. This five-year program is offered through the Graduate School, the College of Public Health and OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 146

Human Sciences and the College of Veterinary Medicine, and may be completed with any of the MPH tracks offered at OSU. MD/MPH (Doctor of Medicine) Graduates of the MD/MPH dual degree program develop knowledge and skills to address health and disease at both individual and population levels. Students in this dual degree program complete the Epidemiology/Biostatistics track. The MPH/MD degree is a five-year, approximately 260-credit program offered through the School of Medicine and its Department of Public Health and Preventive Medicine. MS/MPH (Master of Science in Nursing) This dual program was developed to offer nurses the opportunity to gain both advanced skills in nursing and in public health. By pursuing the MPH along with the MS in Nursing, students are prepared to work in leadership roles in communities, hospitals, and across organizational boundaries. This three-year, 66-88 credit program originally planned for the PHCHD track precursor, Community and Public Health Nursing (CPHN), is offered through the School of Nursing and its Primary Health Care and Health Disparities track or the Epidemiology/Biostatistics track in Public Health and Preventive Medicine. It is currently an inactive degree option. MSW/MPH (Master of Social Work) Designed to provide the necessary skill sets for graduating students to pursue professional careers in both social work and public health, this program prepares students for leadership roles in community healthcare settings, government agencies, international non-governmental organizations, and domestic nonprofit organizations. Students in this dual degree program complete either the Health Promotion or Health Management and Policy track. The MPH/MSW degree is a three-year, 119-124 credit program offered through the School of Social Work and the School of Community Health or Hatfield School of Government, Division of Public Administration. MURP/MPH (Master of Urban and Regional Planning) This program allows students to examine the relationships between physical and mental health, urban form, healthy lifestyles, human services, transportation, physical activity, public planning, and investment decisions. Students in this dual degree program complete the Health Promotion track. The MPH/MURP degree is a three-year, 102-credit program offered through both the School of Community Health and the Toulan School of Urban Studies and Planning. PhD/MPH (Doctor of Philosophy, Nursing) A program of study leading to joint PhD and MPH degrees in the School of Nursing, Primary Health Care and Health Disparities track, allows nurses to gain advanced knowledge in nursing research and public health. Emphasis in this doctoral program is on developing research that contributes to the knowledge base for nursing practice. This 129-credit program is offered through the School of Nursing and its Primary Health Care and Health Disparities track. Beginning AY2013-14, this will be an inactive degree option. 2.11.b A list and description of how each joint degree program differs from the standard degree program. The program must explain the rationale for any credit-sharing or substitution as well as the process for validating that the joint degree curriculum is equivalent. Of the dual degree options in the Oregon MPH Program, three involve credit-sharing. For both the MSW/MPH and MURP/MPH, no more than 20% of the lesser-credited degree may be met by courses counted toward both degrees. Credit-sharing in the DVM/MPH is described, below. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 147

Such credit-sharing courses are pre-mapped for students in fixed curricula, to assure that core competencies and sufficient credits for each discipline are fully accounted for. MSW/MPH The MPH portion of this degree meets the same requirements for graduation as the MPH HP or HMP tracks. Students completing the MSW/MPH dual degrees in HP and HMP at PSU will complete 119-124 credits in their three-year course of study, depending upon which MPH specialization they seek: 69 credits of social work and 50-55 credits of public health [Exhibit 2.11.b.i]. There are 19 shared credits across the two degrees: MPH coursework will count for 10 credits of MSW requirements: PH524 or PHE510 Introduction to Biostatistics (4 credits) will count as SW551 in the MSW Foundation Research sequence, PHE535 Epidemiology Survey (3 credits) will count as an MSW Advanced Research elective, and PHE512 Principles of Health Behavior (3 credits) will count as an Advanced Human Behavior in the Social Environment elective. Similarly, the 9-credit MSW three-course Advanced Practice concentration sequence will count toward MPH elective credits. Faculty members from both departments collaborated to assess the equivalency of the classes for credit-sharing. MURP/MPH The MPH portion of this degree meets the same requirements for graduation as the MPH HP track. Students completing the MURP/MPH dual degrees in HP at PSU will complete at least 102 credits in their three-year course of study: 49 credits of urban planning, and 50 credits of public health [Exhibit 2.11.b.ii]. Credits are shared through the MPH Area of Emphasis and MURP specialization credits, in addition to sharing the qualitative and quantitative methods courses beginning in Fall 2014. Faculty members from both departments continue to collaborate in assessing equivalency of classes for credit-sharing. DVM/MPH At OSU, DVM/MPH students, who may join any of their six MPH tracks, complete the MPH in one additional year (60-63 credits) beyond the Doctor of Veterinary Medicine. All DVM/MPH students take the five MPH core courses, track core courses, and electives, and complete their preceptor/internship for a total of 59-62 credits (depending on the MPH track) [Exhibit 2.11.b.iii]. The dual degree MPH curriculum is identical to the standard MPH curriculum, with the exception of course electives. Students in the DVM/MPH program begin MPH coursework in their second year and complete the majority of the MPH coursework in their fourth and fifth years. The Graduate School allows up to 12 credits of coursework to be shared between the programs. Two courses in the Veterinary Medicine program will satisfy the MPH electives: VMB766 Veterinary Medicine and Public Health (3 credits) and VMB767 Veterinary Epidemiology (3 credits). In addition, VMC780 Preceptorship satisfies the MPH internship experience (H510 Public Health Internship). For the preceptorship to satisfy the 6-credit MPH internship requirement, the student also must provide a final written paper and presentation relating the preceptorship to the specific MPH track discipline. This dual degree curriculum is reviewed by program team members in both Veterinary Medicine and the College of Public Health and Human Sciences. MD/MPH The MPH portion of this approximately 260-credit degree option meets the same requirements for graduation as in the MPH Epi/Bio track. During the first two years, these students take selected courses required for the MPH concurrently with their MD courses. Students take the rest of their MPH courses during a year between their third and fourth years of medical school, at which time they also complete the majority of their thesis work. There is no credit-sharing in this dual degree program [Exhibit 2.11.b.iv]. MS/MPH The MPH portion of this degree meets the same requirements for graduation as in the MPH Epi/Bio or PHCHD/CPHN tracks. This 66-88 credit degree option is inactive due to lack of enrollment and has not been promoted in recent years, nor have there been graduates OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 148

from this dual degree option in the last three years. This MS was focused in Community Health Care Systems and was restructured in 2011 into an MS in Health Systems Organizational leadership. PhD/MPH The MPH portion of this degree meets the same requirements for graduation as in the MPH PHCHD track. This degree option is functionally inactive due to lack of enrollment, and is targeted for removal from the catalog in Fall 2013. Students in the OHSU School of Nursing PhD/MPH program complete the MPH core courses, all 21 credits of the track courses, and all of the focal courses for the PHCHD track. Students complete both a dissertation in the School of Nursing and the Field Experience requirement for PHCHD Track. The MPH courses count toward the nine credits of the substantive theory and knowledge courses, as well as the nine credits of the cognate courses, for the PhD in nursing program. Students complete a total of 129 credits for this combined program of study. 2.11.c Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: The Oregon MPH Program has responded to student interest in combining the expertise of the MPH with several other disciplines. Faculty members from the Oregon MPH Program continue to work closely and creatively with other disciplines to establish rigorous standards for the dual degrees. The program s dual degrees offer interdisciplinary training in complementary fields, each of which draws upon partner campus particular strengths. The MPH portions of all dual degrees are carefully mapped to assure that they are comparable to MPH training offered elsewhere in the program. Weaknesses: The added cost and length of time required to complete two degrees make these options attractive to a smaller number of students. Because the MSW/MPH and MURP/MPH dual degrees are pre-mapped to ensure all competencies are met and so that students can take advantage of the permissible 20% credit overlap, students in these programs lack the number of elective credits of other students in those tracks. Plans: Assess and identify opportunities for continued improved coordination of the participating degree programs, including in field placements. Continue to seek and engage preceptors who also hold the two degrees involved and who have blended the two disciplines in their careers. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 149

2.12 DISTANCE EDUCATION OR EXECUTIVE DEGREE PROGRAMS If the program offers degree programs using formats or methods other than students attending regular on-site course sessions spread over a standard term, these degree programs must a) be consistent with the mission of the program and within the program s established areas of expertise; b) be guided by clearly articulated student learning outcomes that are rigorously evaluated; c) be subject to the same quality control processes that other degree programs in the university are; and d) provide planned and evaluated learning experiences that take into consideration and are responsive to the characteristics and needs of adult learners. If the program offers distance education or executive degree programs, it must provide needed support for these programs, including administrative, travel, communication and student services. The program must have an ongoing program to evaluate the academic effectiveness of the format, to assess learning methods and to systematically use this information to stimulate program improvements. The program must have processes in place through which it establishes that the student who registers in a distance education or correspondence education course or degree is the same student who participates in and completes the course or degree and receives the academic credit. 2.12.a Identification of all degree programs that are offered in a format other than regular, on-site course sessions spread over a standard term, including those offered in full or in part through distance education in which the instructor and student are separated in time or place or both. The instructional matrix in Criterion 2.1.a may be referenced for this purpose. The Oregon MPH Program s Primary Health Care and Health Disparities track is the only of the tracks offered entirely in distance education format. This track option has been in place since AY2005-06, when it evolved from its initial orientation as a program in Community and Public Health Nursing to one with broader focus. The PHCHD track was developed and continues to operate with the same competency-based structure and curricular model as the other traditionally offered tracks in the OMPH Program. Students from the other tracks in the program also can take the core and track required courses offered through the online PHCHD curriculum. In addition to this fully online degree program, some core course sections and two elective courses also are offered in an online format. With the exception of the Epi/Bio track s online PH524 Introduction to Biostatistics, these classes were developed for the online GCPH offered through OSU [Criterion 3.3]. Depending on the number of courses students take in this manner, a significant portion (> 1/3 of total credits) of an otherwise non-online degree can be completed in an online format. All of these courses adhere to the identical competency structures as the classroom-based offerings, and are evaluated using the same mechanisms as other titles. In addition to the PHCHD courses, online offerings include: PH524 and H524 Introduction to Biostatistics H525 Principles of Epidemiology H571 Principles of Health Behavior H530 Health Systems Organization H512 Environmental and Occupational Health H536 Organizational Theory and Behavior H530 Health Policy Analysis OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 150

The online Graduate Certificate in Public Health in both the PHCHD track and at OSU is described in Criterion 3.3. 2.12.b Description of the distance education or executive degree programs, including an explanation of the model or methods used, the program s rationale for offering these programs, the manner in which it provides necessary administrative and student support services, the manner in which it monitors the academic rigor of the programs and their equivalence (or comparability) to other degree programs offered by the program, and the manner in which it evaluates the educational outcomes, as well as the format and methods. The track competency matrix for the 58-credit Primary Health Care and Health Disparities program of study is presented in Exhibit 2.6.b.i. Additional details are provided, below. Explanation of the model This program is based upon the concepts and principles of Primary Health Care, which is both a philosophy and an approach to providing public health services. By emphasizing improvements in primary health care access and quality for underserved populations, this degree program prepares graduates to tackle health disparities in a unique way. Students completing this track are prepared to assume clinical leadership roles in a variety of public health and health care settings. Graduates are able to ensure the quality of implemented community and clinical care activities, act as resources for the development of innovative and expanded responses in community and clinical care, coordinate care with regional and county public health offices, interface with all services involved in the care of patients, and provide counseling and education to families and patients. As this program is completed entirely online, students are expected to use computer technologies such as the Internet, electronic mail, document sharing, and data management as learning modalities within the masters program, as well as within their practice after graduation. This track is on the same academic calendar as is the entirety of the Oregon MPH Program, and local students who wish to take classroom-based courses at one of the partner institutions may do so. During AY2009-10, PHCHD faculty revised the curriculum to better focus coursework on the social determinants of health and to add electives that would more fully prepare students to act in a leadership capacity upon graduation. These changes in curriculum were based on an extensive set of phone interviews with alumni to hear how well they felt prepared to function in their current public health positions. Redundancies among the track courses were identified, eliminated, and the competencies were rewritten to reflect alumni feedback. A revised competency matrix was submitted to the APC in April 2010, and the first cohort of students admitted to this revised program began in Fall 2010. In AY2010-11, PHCHD faculty were asked by the Dean of the School of Nursing to conduct a review of the track to ensure that it aligned with and supported the recommendations of the Institute of Medicine (IOM) Future of Nursing report. Although the PHCHD track faculty were very satisfied with the 2010 revision of the track curriculum, they viewed this as an opportunity to develop new electives for the track to better embrace community and transitional care OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 151

opportunities called for by the IOM report, as well as the strong emphasis on building leadership skills outlined by the Tier 2 competencies from the Council on Linkages Between Academia and Public Health Practice. In this review, PHCHD faculty determined that the existing required courses substantively cover the critical content needed for public health workforce education. By combining this content with new and revised tailored electives focused on community and transitional care and or leadership skills, faculty further determined that PHCHD graduates also would be very well prepared to address the challenges in evolving health care systems. In AY2011-12, admissions to the track were frozen during the school s reorganization and examination of program foci. Admissions were reopened for AY2012-13, and enrollment has climbed back to pre-stoppage levels. During AY2012-13, PHCHD faculty felt that another substantial overhaul and review of track competencies was warranted due to feedback from students engaged in the field experience and concerns from the faculty that workforce preparation in certain skills still was not optimal. Specifically, students and faculty expressed concerns that additional preparation in research and data management methods, grant writing, and quality improvement science was needed. A revised list of competencies was developed for the track and revisions to the track curriculum were proposed. This curriculum revision is still a work in progress and will need to be aligned with future plans for the Oregon MPH Program. Plans for implementation are targeted for the 2014 or 2015 academic year. Tuition for the online PHCHD track is greater than for other Oregon MPH Program tracks, providing for the extensive technical and support networks that underlie this distance program. Currently, tuition for PHCHD students is $519/credit, as compared to an average of $365.50/credit, tuition and fees included, among Portland-based tracks. Rationale for offering this program Early in the development of the Oregon MPH Program, public health practitioners from other parts of the state voiced concerns about access to graduate study in rural areas. As the only academic medical center in Oregon, OHSU has a long-standing history of providing research, healthcare, and education for all citizens of the state. Given this organizational mission and history, OHSU then developing and providing distance education in other programming was the logical partner to develop an online MPH that could more easily be accessed from rural areas of the state. At its inception, this track initially conceived as an MPH in Community and Public Health Nursing was funded through a HRSA grant. Enrollment in its early years was low. The subsequent evolution to the track s current focus in Primary Health Care and Health Disparities was based on evaluation of prospective student interest, and has precipitated a notable increase in number of both applicants and matriculants. Interestingly, this program is meeting needs both of local students for whom the online format is a better fit, and for distance students who could not attend classes at our partner campuses. In AY2011-12, 14 students were local and 20 students were from out of the area, including seven from rural Oregon and 13 from out of state. Monitoring academic rigor Standards for academic rigor are the same in the PHCHD track as for the other Oregon MPH Program tracks. Both faculty and students in this track indicate that the online model demands more student participation and accountability than is sometimes the case in traditional classroom settings. Such comments refer to the reliance on very visible online student participation in discussion forums and communications with the instructor. The PHCHD track OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 152

limits class sizes to fewer students than many classroom offerings between 20-25, each to assure sufficient instructor time for monitoring participation and for regular communications with students. The PHCHD Field Experience Coordinator has incorporated processes for overcoming any geographical barriers that are present in distance learning programs, including reflective journal updates required of students following each 20 hours in the field. Equivalence or comparability to other tracks The academic and quarter calendars for this track are the same as for the balance of the program. The number of credits required for graduation is comparable to other Oregon MPH Program tracks. All core and required courses are constructed according to the same competency system and are mapped to the same Program Learning Competencies as elsewhere in the program, and all PHCHD courses are evaluated and overseen through the same mechanisms as other Oregon MPH Program courses [Exhibit 1.5.c.vii]. Core course instructors from the PHCHD track participate on the inter-track core instructor teams for their course titles. As throughout the program, students in this track must complete the field experience/graduate internship requirement. The student handbooks for the PHCHD track follow the same format as all other handbooks, and students are invited to and attend program events including the New Student Orientation and annual Student Symposium. Beginning in AY2012-13, the Oregon MPH Program began podcasting the First Friday Public Health Seminar Series so as to be more easily accessible to those who cannot participate in person, including PHCHD students. Students in the PHCHD track receive communications from the Oregon MPH Program Office and from other tracks via the program s listserv, in the same manner as all other students. Students in this track participate as student representatives in the program s governance structure, attend career-planning workshops, submit their work for presentation in the Student Symposium, and network with students from the other tracks. Evaluation of educational outcomes All methods of evaluating student success used in other tracks are employed in the PHCHD track, as reflected in the track s competency matrix [Criterion 2.6]. Students complete online course evaluations in addition to the Oregon MPH Program s Course Competency Evaluation [Criterion 2.7]. Products required of the field placement are comparable to those required in the other tracks [Criterion 2.4]. Students in this track also receive the annual Student Survey assessing satisfaction with the orientation, curriculum, career preparation, and academic advising. Similarly, alumni of this track receive the biennial Alumni Survey, which asks them to reflect upon the program s strengths and opportunities in career preparation, and new graduates are included in the Recent Graduates Survey of employment within 12 months of degree completion. Format and methods Online collaboration and learning environment The PHCHD track is based in the Sakai online course management system, through which instructors distribute course materials, post course announcements, submit and return assignments, track grading, provide a collaborative workspace, and conduct lessons. Online learning through Sakai involves a variety of learning activities including readings, written and video case studies, faculty-facilitated forums or discussion sections, on- and off-line assignments, exams, phone/webinar sessions, and hybrid assignments that take students into the field to demonstrate specific skills which they then present and discuss in the online OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 153

environment. In all courses, weekly student participation via submissions or posts are required and assessed. Moreover, these regular written communications provide faculty a lens through which to observe each student and his/her strengths and needs for support. Local support Sakai can be accessed from any computer or mobile device with an Internet connection and web browser, enabling students and educators to connect from around the globe. The Sakai learning platform is supported by a team of dedicated staff available seven days a week: Monday through Friday from 8:00 a.m. to 10:00 p.m., and on weekends from noon until 5:00 p.m. The team also includes online learning specialists to assist faculty in curricular development appropriate to, and maximizing the benefits of, the online learning environment for adult students. Open source Sakai is open source software created and developed by the Sakai Project. The Sakai Project is a community of universities, schools, and other education organizations who cooperate to jointly develop the Sakai collaborative learning environment. 2.12.c Description of the processes that the program uses to verify that the student who registers in a distance education or correspondence education course or degree is the same student who participates in and completes the course or degree and receives the academic credit. OHSU s policy for verifying student identity in an online learning environment is presented in Exhibit 2.12.c.i. Students taking online courses for the MPH use a unique Sakai login. For OHSU-enrolled students this means using their student U-number assigned by the university Registrar. Non-OHSU students use their email addresses for login. Further helping faculty to confirm student identities, PHCHD faculty members meet their students in person during New Student Orientation at the beginning of the program. Throughout the program, faculty interact with students in the online forums and chat rooms, during phone meetings and webinars, and at special events and conferences, thus fostering familiarity with each person. Students work onsite with preceptors during field placements, and faculty periodically meet with students and internship preceptors via conference calls. Finally, faculty members note that through the online medium a persona develops that confirms students writing styles, patterns of reasoning, and quality of work. Should something seem amiss in these interactions, the student would be contacted in order to discuss any concerns with the student s engagement in the academic or internship course. 2.12.d Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: The curriculum and quality assurance processes in place for the online PHCHD track are fully comparable to all other tracks in the OMPH Program. The online degree reaches students from rural parts of the region who otherwise would not be able to pursue graduate study in public health, as well as those for whom an entirely classroom-based model would not OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 154

be feasible. PHCHD faculty members have continued to evaluate and update their curriculum so as to respond to the changing needs of public health professionals. Students in the PHCHD track are invited to and can take advantage of program events and support services. Weaknesses: The cost structure for the OHSU School of Nursing is higher than for tracks in other parts of the Oregon MPH collaborative, with an average tuition and fees of $153.50 per credit greater than in other Portland-area tracks. Enrollment has fluctuated over the years and the cost factor may contribute to this. Although all current students were supported and their progress was not limited, leadership change in the School of Nursing temporarily resulted in a freezing of admissions for AY2011-12, during an overall SoN evaluation and restructuring. The MPH program was again admitting students for AY2012-13, and its census now is at its prehiatus levels. Plans: Continue within efforts to convert the program to a true joint degree conferred by both campuses discussion of tuition balancing, including fee structures for this online program. Continue to monitor trends in online learning, and discuss as a program if and where program revisions should occur. Use principles and practices from the Quality Matters online education quality training program to assess online course offerings and to provide faculty further training, as indicated. Continue to explore online access to program events through new technologies, to better bring program activities to online students who are unable to attend in person. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 155

CRITERION 3.0: CREATION, APPLICATION, AND ADVANCEMENT OF KNOWLEDGE 3.1 RESEARCH The program shall pursue an active research program, consistent with its mission, through which its faculty and students contribute to the knowledge base of the public health disciplines, including research directed at improving the practice of public health. 3.1.a Description of the program s research activities, including policies, procedures and practices that support research and scholarly activities. Research is an integral part of the Oregon MPH Program, as reflected in our quadripartite mission to provide innovative education, leadership, research, and service in public health throughout the state and beyond. The program maintains related goals and objectives that gauge faculty and student research productivity [Criterion 1.1], and the program is structured around Program Learning Competencies, subsequently mapped to Track Learning Competencies, which ensure that all students develop research skills appropriate to their public health sub-disciplines [Criterion 2.6]. Oregon MPH Program core faculty members typically are appointed to tenured, tenure-track, or research faculty positions, for which contribution to generalizable knowledge is an expectation. Faculty research activities are guided by the policies and procedures of the partner institutions, each of which has a clear research mission and infrastructure to support that mission. Each university maintains a research services office that supports and assures compliance with institutional policies and procedures, and which assists faculty in the development and submission of grant and contract proposals. Links to institutional research resources and partner research centers for all three partner campuses are included in Exhibits 3.1.a.i and 3.1.a.ii, respectively. The tracks academic units also provide research support to faculty, including grant proposal budget development, grant submission, and budget management, as well as assistance with internal and external research policies and procedures. The tracks whose faculty are primarily funded through state or other institutional funds (PHCHD, HP, HMP, and all OSU tracks) each have mechanisms for faculty buying out of some portion of their annual instructional obligation through funded projects. In contrast, the entirely soft-money funded Epi/Bio track faculty are primarily supported through their research activities, with a small FTE funded by tuition for teaching. As the Oregon MPH Program will be a two-campus collaborative for the next accreditation interval, the balance of this criterion will focus on the four Portland-area tracks. Details on Oregon State University tracks research activities are presented in Exhibit 3.1.a.OSU. Students are encouraged to participate in faculty research projects, as discussed in Criterion 3.1.e. Opportunities created for students and faculty through existing partnerships, such as the Prevention Research Center, are described in Criterion 3.1.b. The Oregon MPH Program s commitment to scholarship is reflected in the Deans Oversight Council s annual faculty and student awards for research excellence. One student and faculty member, each, are recognized for their contributions to generalizable knowledge. The award includes public recognition via the website and listservs, a framed certificate, and $1,000. A list of recent student award recipients and their accomplishments is provided in Table 3.1.e.ii. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 156

3.1.b Description of current research activities undertaken in collaboration with local, state, national or international health agencies and community-based organizations. Formal research agreements with such agencies should be identified. Oregon MPH faculty and students engage in a wide range of collaborative and communitybased research with agencies and community organizations. Examples of community collaborative projects are presented by track, below, with the collaborating agency indicated in bold print. A complete list of research projects undertaken by Portland-based core faculty in partnership with outside entities is presented in Exhibit 3.1.1 (CEPH Template 3.1.1). Oregon State University community collaborative research projects are presented in Exhibit 3.1.b.i.OSU. Epidemiology/Biostatistics Faculty in the Epidemiology/Biostatistics (Epi/Bio) track have established relationships with a variety of public health, health service, and healthcare delivery organizations in the region, nationally, and globally. They also collaborate with non-health community partners, including schools and social service agencies, to investigate patterns of health and health behavior, determine risk, and implement interventions. Several of the faculty in the track (Drs. Becker, Lambert, Lapidus, and Rieckmann) have engaged in research in collaboration with American Indian tribes, tribal organizations, and urban Indian agencies. In particular, the Center for Healthy Communities at OHSU (Tom Becker, PI) addresses through community-based participatory research (CBPR) the training, evaluation, and health promotion and chronic disease prevention needs of tribal and other underserved regional communities. The Center is home to a variety of federally funded collaborative projects with the Northwest Portland Area Indian Health Board (included in formal research relationships, below), Native American Youth Association of Portland, and specific tribes. Topics include hearing health, diabetic retinopathy, youth empowerment and risk behavior reduction, and childhood motor vehicle safety. Other faculty have established national reputations in the area of substance abuse treatment research by translating evidence-based practices into networks of addictions treatment centers throughout the US. In a recent partnership with 38 non-profit addiction treatment centers, including two in Oregon, Dr. McCarty and colleagues demonstrated that a simplified evidencebased improvement process implemented in a substance abuse treatment network was costeffective at reducing days of admission, increasing admissions, strengthening retention in care, and reducing no-show rates. A selected list of Epi/Bio collaborative studies, along with their primary partnering organizations and agencies, is presented below. Elizabeth Adams, Doernbecher Pediatrics Food Security Screening and Intervention, Oregon Food Bank Thomas Becker, Center For Healthy Communities, Northwest Portland Area Indian Health Board, Dever s Eye Institute, Lions Clubs, Native American Youth Association (NAYA) Thomas Becker, Cancer Control: Capacity Building for Native Researchers, Northwest Portland Area Indian Health Board Janne Boone-Heinonen, Astoria Women's Heart Health Initiative: Cohort Development Pilot Study, Columbia Memorial Hospital, Astoria & Warrenton School Districts OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 157

Willi Horner-Johnson, Health Care Disparities at the Intersection of Race, Ethnicity, and Disability, American Association on Health and Disability, Children s Hospital Los Angeles William Lambert, H.E.Y.: Nurturing Healthy & Empowered Youth in American Indian Communities, Shoshone-Bannock Tribes, Northwest Portland Area Indian Health Board William Lambert, Epidemiology of Preventable Safety Events in Prehospital EMS for Children, Oregon Health Authority Jodi Lapidus, Child Passenger Restraint Intervention in Pacific Northwest Tribes, Northwest Portland Area Indian Health Board, Colville Confederated Tribes, Confederated Tribes of the Grande Ronde, Klamath Tribes, Nez Perce Tribe, Shoshone-Bannock Tribes, and Spokane Tribe Dennis McCarty, Organizational Change to Improve Access and Retention, Network for the Improvement of Addiction Treatment (NIATx) Dennis McCarty, HIV Testing and Counseling in STD Clinics, Multnomah County STD Clinic and CODA, Inc. (a behavioral healthcare agency) Seth O Neal, Taenia solium Infection Among Refugees in Burma, Centers for Disease Control, International Rescue Committee Traci Rieckmann, State Implementation of Evidenced-Based Practices for Treatment of Alcohol and Drug Abuse Disorders, Oregon Addition Treatment Centers Health Management and Policy Health Management and Policy (HMP) faculty conduct research in health systems organization and change, health care financing, access to health services and health insurance, economics of health, patient safety and health care quality, health workforce preparation and credentialing, health care leadership, and community health improvement. Health management faculty in the Mark O. Hatfield School of Government (Drs. Rissi, Wallace, and Gelmon) are leading multiple research grants in collaboration with the Oregon Health Authority to study the rapid implementation of health systems reform in Oregon. These grants address key elements of population health improvement as Oregon implements both Coordinated Care Organizations (Oregon's version of Accountable Care Organizations, a core element of the Affordable Care Act), and Patient Centered Primary Care Homes, which further advance delivery of health services at individual and family levels. Collectively, these grants support several faculty, graduate research assistants, and staff, and depend upon partnerships with the Oregon Health Authority, the Center for Outcomes Research and Evaluation at Providence Health System, the 15 approved Coordinated Care Organizations across the state, and 300+ primary care practices across Oregon. This work integrates research, teaching, and service, and is not only providing scholarly opportunities but also is the focus of teaching in a number of graduate courses. A selected list of HMP collaborative studies, along with their primary partnering organizations and agencies, is presented, below. Sherril Gelmon, The Electronic Health Record in Safety Net Clinics: Assessment of Organizational Capacity for Implementation, Multnomah County Health Department (North Portland and Mid-County Health Centers), Virginia Garcia Memorial Health Center OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 158

Sherril Gelmon, Implementation of the Health Record Bank of Oregon, Oregon Department of Human Services, WebMD, OCHIN (formerly the Our Community Health Information Network) Neal Wallace, Economic Impact of Benefit Design in the Oregon Health Plan, Oregon Office of Health Policy and Research, Oregon Medical Assistance Program Jill Rissi, State Health Access Reform Evaluation (SHARE), Providence Center for Outcomes Research and Evaluation, Oregon Health Authority Jill Rissi, Evaluating Patient-Centered Primary Care Home (PCPCH), Oregon Health Authority, Office for Oregon Health Policy Research Health Promotion Faculty in the Health Promotion (HP) track have topically-diverse research interests that include social determinants of health, health disparities, the relationship between neighborhoods/built environment and health, health communication, health behavior and risk reduction, health policy, and aging and aging services. Several faculty are members of the Institute on Aging (IOA), which is housed in the School of Community Health at Portland State University (Dr. Margaret Neal, Director). This institute holds an expansive research portfolio focused on social, psychological, and economic issues of aging. Projects have involved and affected many local health and government partners, including the Portland Mayor s office, City Council, Portland Bureau of Planning and Sustainability, AARP Oregon, Elders in Action, Metro Regional Government, and various Multnomah County agencies. Recent research projects have been focused on the local community, for example, improving or enhancing livability for elders in the Portland metro area, and evaluating patient satisfaction among seniors living in home care facilities. In addition, IOA researchers engage in global health research, including understanding health and social concerns of older Nicaraguans. Research in the balance of the School of Community Health is part of the Center for Public Health Studies (CPHS). In it, for example, Drs. Farquhar, Izumi, and Crespo have focused their research efforts on understanding the social determinants of health, particularly those environmental, economic, and social barriers that contribute to poorer health in low-income communities and communities of color. Each of these projects actively involves partners from various organizations and agencies, and several are CBPR projects. One research initiative in which HP faculty are greatly involved is the PSU Social Determinants of Health research workgroup involving collaborators not only from across the university but also from each of the Portland-based Oregon MPH Program tracks. This workgroup convened in AY2011-12. A selected list of HP collaborative studies, along with their primary partnering organizations and agencies, is presented, below. Paula Carder, Integrating Housing and Services, Multnomah County Aging and Disability Services, Oregon Health Authority, Cedar Sinai Park, Harsch Properties, Home Forward, Asian Health and Service Center, Cascadia Behavioral Health, Central City Concern, Providence PACE, Jewish Family and Social Services Paula Carder, Congregate Housing Services Program, Home Forward, Impact Northwest, Multnomah County Aging and Disability Services, Guardian Management OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 159

Paula Carder, Characteristics of Older Persons Waitlisted for Housing Assistance, Home Forward, Community Partners for Affordable Housing, Union Management, Income Property Management, Northwest Pilot Project, Multnomah County Aging and Disability Services, Washington County Housing Authority, Guardian Management Carlos Crespo, Portland Bridges to Baccalaureate, Portland Community College Cara Eckhardt, Weight Management for Improved Pregnancy Outcomes, Kaiser Permanente Center for Health Research Stephanie Farquhar, The HEARTH Project: Housing, Employment and Recovery Together for Health, Central City Concern Stephanie Farquhar, Prevent and Reduce Adverse Health Effects of Pesticides for Indigenous Farmworkers Oregon Law Center, Pineros y Campesinos Unidos del Noroeste (PCUN), Farmworker Justice Mark Kaplan, Alcohol Use, Survival, and Quality of Life at Older Ages: A Prospective Study, Kaiser Permanente Center for Health Research, Statistics Canada Mark Kaplan, Acute Alcohol Use and Suicide, Kaiser Permanente Center for Health Research, Statistics Canada Margaret Neal, Creating an Age-Friendly Portland, various City of Portland agencies, City Council, Portland Mayor s Office, Metro Regional Government, Multnomah County, Oregon Law Center, Portland Bureau of Planning and Sustainability, Native American Youth and Family Center, Urban League Margaret Neal, Multnomah County Adult Care Home Resident Satisfaction Survey, Multnomah County Aging and Disability Services Margaret Neal, Health and Social Needs of Older Nicaraguans, Jessie F. Richardson Foundation, National Aging Council in Nicaragua Jason Newsom, Health Behavior Trajectories Following Chronic Illness in Mid to Late Life, Statistics Canada Primary Health Care and Health Disparities Faculty in the Primary Health Care and Health Disparities track (PHCHD) actively engage in funded public health and health promotion research focused on rural populations, as the School of Nursing has always maintained a strong commitment to serving rural Oregon. Many of these projects adhere to the tenets of CBPR. For example, Dr. Findholt is actively leading research focused on prevention of childhood obesity in rural communities by engaging youth in Eastern Oregon to initiate change in and around their schools to support healthy food choices. This CBPR project, conducted in partnership with the Union County Extension Service and the Commission on Children and Families, also involves six school districts in Union County, Grande Ronde Hospital, Eastern Oregon Head Start, Northeast Oregon Area Health Education Council, and the City of La Grande Parks & Recreation Department. Other faculty s funded projects explore family responses to returning veterans coping with chronic anxiety symptoms, and facilitating relationships with long-term care agencies. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 160

A selected list of PHCHD collaborative studies, along with their primary partnering organizations and agencies, is presented, below. Nancy Findholt, Engaging Youth as Advocates to Create Healthy Snacking Zones Around Rural Schools, Union County Extension Service, and the Union County Commission on Children and Families Nancy Findholt, Practices, Barriers, and Training Needs of Rural Health Care Practitioners Relevant to the Management of Pediatric Obesity, Oregon Rural Practicebased Research Network (ORPRN) Nancy Findholt, A Community-University Partnership to Prevent Obesity in Rural Children, Eastern Oregon University, and the Union County Commission on Children and Families Deborah Messecar, Family Reintegration Following Guard Deployment, Oregon National Guard Reintegration Program, Oregon Air Family Readiness Program Formal Research Relationships Formal research relationships exist between Portland Oregon MPH tracks and/or their host units and a wide variety of entities or organizations. Evidence of formal research agreements are presented in Exhibit 3.1.b.ii-v. Partnerships include: Northwest Portland Area Indian Health Board: The Epi/Bio track has a long-standing successful research relationship with the Northwest Portland Area Indian Health Board (NPAIHB), a tribal organization comprised of 43 federally recognized tribes in Idaho, Oregon, and Washington. Several faculty have active projects with the NPAIHB as the primary partner. Most of the projects are predicated on the principles of CBPR, implying that tribes initiate, and are involved in, every step of the research process. Some projects are led by NPAIHB (e.g. Native American Research Centers for Health), while others are housed at and led by investigators from OHSU. The Center for Healthy Communities at OHSU, one of the CDC-funded national Prevention Research Centers, is a vital NPAIHB-OHSU partnership [Exhibit 3.1.b.ii]. In addition to offering a venue for faculty research partnerships, the PRC provides a rich source of research-based field placements and thesis opportunities for OMPH Program students. For example, two recent thesis students who conducted their work through the PRC were awarded a national honor from the Centers for Disease Control and Prevention, for graduating students who made significant contributions to public health. This honor -- usually only given to one student, nationally, each year -- was expanded to two awards and each was granted to an Oregon MPH Program student. The PRC also provides for researchfocused instruction. For example, the PRC sponsors an OMPH course, PHPM 571 American Indian/Alaska Native Health, which is offered at the NWAIHB offices on the shared borders of the PSU and OHSU campuses. The PRC also sponsors quarterly Indian health seminars for Oregon MPH Program and other students, as well as community members and faculty. Further, the PRC co-sponsors with the OMPH Program the First Friday public health seminar series, now entering its sixth year. A committee of Oregon MPH Program students determines the series agenda and identifies guest presenters. Oregon Rural Practice-based Research Network: A statewide network of primary care clinicians, community partners, and academicians, the Oregon Rural Practicebased Research Network (ORPRN) is dedicated to studying the delivery of health care to rural residents, and to reducing rural health disparities. Research conducted within OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 161

ORPRN is grounded in a collaborative model with researchers, health professionals, and community organizations jointly developing and implementing studies and quality improvement initiatives. Faculty from both OHSU-based tracks (Epi/Bio and PHCHD) have collaborative research relationships with ORPRN. Many Oregon MPH students have completed internships at ORPRN sites, and students from the Epi/Bio track have conducted thesis research using ORPRN data [This is a longstanding formal partnership, for which initial documentation cannot be located despite efforts from partners on both sides]. Oregon Health Authority: The HMP track has a long-standing collaborative agreement with the Office of Oregon Health Policy and Research (OHPR) within the Oregon Health Authority (OHA). Faculty and students have worked with OHPR on studies of the impact to the Oregon Health Plan, the original mandate of OHPR. Faculty and students now work on a number of projects reflecting the broader scope of OHPR, which is responsible for all major health services research initiated by the OHA [Exhibit 3.1.b.iii]. OCHIN: OHSU and OCHIN have implemented agreements related to human subjects review, thus facilitating the research relationship between the two. OCHIN is a rich repository in which to investigate vital health care delivery and health disparities topics, and as such, several investigators in the Oregon MPH-participating institutions have collaborated with this group. Oregon MPH Program students have completed internships with this organization [This is a longstanding formal partnership, for which initial documentation cannot be located despite efforts from partners on both sides]. Beaverton Community Health Collaborative: The Health Promotion track has an agreement with Beaverton Community Health Collaborative (BCHC), which provides health care access to low income populations. The agreement includes both research and service applications. Through the Oregon Solutions process, collaboration between partners including Portland State University, Virginia Garcia Memorial Health Center, and others has resulted in recommendations, decisions, and agreements related to the wellbeing of communities. The formal agreement, called the Declaration of Cooperation, memorializes these recommendations as a non binding implementation plan [Exhibit 3.1.b.iv]. 3.1.c A list of current research activity of all primary and secondary faculty identified in Criteria 4.1.a and 4.1.b., including amount and source of funds, for each of the last three years. These data must be presented in table format and include at least the following: a) principal investigator and faculty member s role (if not PI), b) project name, c) period of funding, d) source of funding, e) amount of total award, f) amount of current year s award, g) whether research is community based and h) whether research provides for student involvement. Distinguish projects attributed to primary faculty from those attributed to other faculty by using bold text, color or shading. Only research funding should be reported here; extramural funding for service or training grants should be reported in Template 3.2.2 (funded service) and Template 3.3.1 (funded training/workforce development). See CEPH Data Template 3.1.1. A summary of research activity by Portland-based Oregon MPH Program core faculty from AY2009-10 through AY2011-12 is presented in Exhibit 3.1.1 (CEPH Template 3.1.1). Oregon State University faculty research activity is presented in Exhibit 3.1.a.OSU. Oregon MPH faculty appointed in AY2012-13 are included as available prior to the conclusion of the academic year; OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 162

complete AY2013-13 data will be available at the time of the site visit. Research productivity for many Oregon MPH Program secondary faculty also is reported in these exhibits, indicated by shading. It is important to note that not all secondary faculty responded to requests to submit research productivity data. For some, the ways research dollars are accounted at their places of employment did not lend to the categories of information requested for this reaccreditation study. 3.1.d Identification of measures by which the program may evaluate the success of it research activities, along with data regarding the program s performance against those measures for each of the last three years. For example, programs may track dollar amounts of research funding, significance of findings (e.g., citation references), extent of research translation (e.g., adoption by policy or statute), dissemination (e.g., publications in peer-reviewed publications, presentations at professional meetings) and other indicators. Oregon MPH Program indicators of success in the research component of the program s portfolio are included in the Mission, Goals, and Objectives (Criterion 1.1), and are presented below. Indicator values are realistic targets based both on aspiration as well as reflections of recent experiences and current context. Table 3.1.d.i. Oregon MPH Program Research Measures and Outcomes* Objective Data Source(s) Outcome [22] At least 66% of core faculty research projects will demonstrate collaboration with government, community, organizational, or private groups. [23] At least 40% of students will participate in the annual Oregon MPH Student Symposium. [24] Each year, 15% of all students will participate in faculty research projects. [25] 100% of graduating students will demonstrate research competence appropriate to their areas of specialization. Faculty funded or unfunded research projects in collaboration with nonuniversity, non-funder, community partners Proportion of students attending and/or presenting at the annual Student Symposium Faculty funded or unfunded research projects involving MPH students and in collaboration with nonuniversity, non-funder, community partners Track-specific research learning competencies Relative emphasis ratings of research Program Learning Competencies by core course instructor Program Aggregate 09-10 10-11 11-12 51% 42% 45% Attending 28% 20% 23% Presenting 12% 6% 12% % Students 13% 14% 18% % Track Matrices Epi/Bio 100% 100% 100% HMP 100% 100% 100% HP 100% 100% 100% PHCHD 100% 100% 100% Research Competency Emphasis Ranking (0 low 3 high) Epidemiology 3 Biostatistics 3 Health Behavior 1 Health Systems Organization 1 Environmental Health 2 OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 163

Objective Data Source(s) Outcome [26] Each year, 100% of core faculty will communicate scholarship to the public via presentations and/or publications. [27] 100% of alumni respondents will report preparedness to select and employ appropriate methods of design, analysis, and synthesis to address population-based health problems. [28] Each year, 50% of grants written by faculty will include student support. Faculty members reports of scholarly publications and presentations Alumni self-report ratings of competency preparedness Proportion of submitted grant applications including student support (GRA, hourly, and/or travel) 09-10 10-11 11-12 % Faculty 100% 100% 100% 09-10 10-11 11-12 % Alumni 98% N/A 92% % Grant application s New measure effective AY2013-14 *Data from AY2012-13 will be available to reviewers during the OMPH Program site visit, October 24-25, 2013. 3.1.e Description of student involvement in research. It is a priority of the Oregon MPH Program that all students develop research skills appropriate to the field of public health and to their subspecialty areas. The program offers multiple opportunities for OMPH Program students to develop such skills, beginning with the program and subsequent track-level research-related competencies required of all students. Track research competencies, as mapped to the two primary program-level research competencies across all ten program tracks, are presented in Table 3.1.e.i.; complete descriptions of track competencies, associated learning activities, and measurement are presented in Criterion 2.6. Table 3.1.e.i. Research Program and Track Learning Competencies Program Learning Competency Apply evidence-based knowledge of health determinants to public health issues. [PLC#1] Select and employ appropriate methods of design, analysis, and Track Track Competency Epidemiology / Biostatistics TC #2, 7 Health Management & Policy (PSU) TC #1, 3 Health Promotion TC #1, 2, 3, 5, 10 Primary Health Care & Health Disparities TC #1, 2, 9, 10 Health Management & Policy (OSU) TC #1 Biostatistics TC #1, 2, 3, 4, 5, 6, 7, 8, 9 Environmental and Occupational Health & Safety TC #1, 2, 3 Epidemiology TC #1, 3, 4, 5, 6 Health Promotion & Health Behavior TC #1, 2, 3, 5, 9, 10 International Health TC #1, 3, 5 Epidemiology / Biostatistics TC #1, 3, 4 Health Management & Policy (PSU) TC #1, 3 Health Promotion TC #1, 2, 3, 4, 6, 7 OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 164

synthesis to address Primary Health Care &Health population-based health Disparities TC #2, 5 problems in urban and Health Management & Policy (OSU) TC #1, 5 rural environments. Biostatistics TC #1, 2, 3, 4, 5, 6, 7 [PLC#2] Environmental and Occupational Health & Safety TC #1, 2, 3 Epidemiology TC #1, 2, 3, 4, 5 Health Promotion & Health Behavior TC #1, 2, 3, 4, 6, 7 International Health TC #1, 2, 3, 4, 5, 6 Oregon State University data are presented in shading to denote their 2014 departure from the program. All students participate in curricula in which they develop skills in defining questions for investigation, selecting methods for answering these questions, collecting and analyzing data, presenting results, and drawing conclusions from findings. The five core courses, required of all Oregon MPH Program students, include topic-specific research competencies. The relative emphases of Program Learning Competencies (PLC) #1 and #2 in each core course are indicated in Exhibit 2.3.a.i. In addition, required coursework in each track builds research skills specific to each sub-discipline. The courses mapped to each of the research-focused track learning competencies presented above are included in the tracks competency matrices [Exhibit 2.6.b.i]. Epi/Bio track thesis topics for the past three years are presented in Exhibit 3.1.e.i. In addition to curricular emphasis on the development and application of research skills, students are encouraged to participate in faculty research projects, some of which provide funding in the form of graduate research assistantships (GRAs) that include tuition remission or hourly wages. Students also may earn course credit for faculty-supervised research projects, provided the project both supports mastery of track competencies and meets curricular requirements for an independent study or reading and conference arrangement. Oregon MPH Program faculty reported that during this self-study period 21% of research projects included student participation. In order to support students in building research and presentation skills, the program hosts an annual Student Symposium at which students are invited to present their own scholarly or project work in oral or poster format. The Student Symposium is described in greater detail, below. Students also are encouraged to submit abstracts for oral presentation or poster at the Oregon Public Health Association (OPHA) Annual Meeting. Faculty from throughout the Oregon MPH Program regularly help organize this annual forum for public health research in the state, as well as sponsor student presentations, present their own work, and participate in panel sessions. The program is an official co-sponsor of this event. Exhibit 3.1.e.ii includes student self-report of research activities for all tracks; also see Template 3.1.1 for faculty reporting of student participation in research. Oregon MPH Program students commonly gain research experience in communities, schools, clinical settings, public agencies, and research labs. Student research activities include: Design and administration of surveys or other data collection instruments Collecting, compiling, managing, and analyzing data Conducting literature reviews Providing research consultation and training OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 165

Organizing conferences and other methodologically-focused meetings Working with faculty on research presentations for APHA, OPHA, and other professional conferences Participating with faculty as co-authors on project manuscripts and other reports The Oregon MPH Program annual Student Symposium, mentioned previously, provides an opportunity for students from all three partner institutions to submit an abstract for review; to present work from research, projects, or field placements in a poster or oral presentation session; and to have their work reviewed by a panel of faculty judges from the program. Students self-select oral or poster presentation format, and all such preferences are accommodated. The symposium also serves as a forum for students to network with Oregon MPH Program faculty and alumni, as well as practitioners and researchers from around the state. A list of 2012 Student Symposium Poster and Oral Presentations is presented in Exhibit 3.1.e.iii. The program demonstrates its value of student participation in research through the Oregon MPH Program Deans Oversight Council Annual Student Awards, one of which is for Excellence in Research. Table 3.1.e.ii. presents the research award winners for the past five years. Table 3.1.e.ii. Deans Oversight Council Annual Student Excellence in Research Awards Year OMPH Track Research Awardee Thesis Topic/Research interests 2009 Epi/Bio MD/MPH Rebecca Marshall Association Between Patient Activation and Outcomes in HIV-Infected Patients 2010 Health Promotion Christina Dahlstrom Multiple Determinants of Health in Underserved Populations and Health Disparities Research 2011 Epi/Bio Nate Ansbaugh 2012 Biostatistics Andres Cardenas 2013 Epi/Bio Robin Richardson Agent Orange as a Risk Factor for Positive Prostate Biopsy Designing, Planning, and the Execution of Environmental Sampling for Polycyclic Aromatic Hydrocarbons (P) in Traditionally Smoked Food Association Between Neighborhood Characteristics and Depression in Low- Income Adults Aesiding in the Portland Metropolitan Area; Built and social Environment Influences on Low-Income Adults The most recent Alumni Survey indicated that 10% of respondents classified their current employment as research-related. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 166

3.1.f Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: The partner universities each have infrastructure supportive of active research agendas. Institutional policies and procedures governing tenure uniformly require that faculty contribute to scholarship. A strong culture of collaboration exists within and among all three universities, and Oregon MPH Program faculty members are successful in creating partnerships with a range of public and private organizations. Oregon MPH Program faculty and students, alike, are engaged in a variety of public health and health services research, and much of this work is completed in collaboration with other agencies, community groups, and organizations. Many program opportunities exist for students to conduct, compile, and present research. These include required curricula, funded and unfunded faculty research projects, the OPHA Annual Meeting, and the Oregon MPH Program annual Student Symposium. At a curricular level, core and required courses include research competencies that students are required to apply and practice in a variety of ways. Weaknesses: The primary weakness is a suppressed funding environment that limits the availability of research projects that can fully compensate students, including through tuition remission. Plans: To support additional funded research opportunities for students, a new program objective has been added that 50% of faculty research grants written will include some financial support for Oregon MPH Program students. Tracking of this new objective will begin in AY2013-14. Faculty will continue to participate in the Social Determinants of Health research workgroup, now in its second year, which was initiated at one of the Oregon MPH Program campuses and involves collaborators from all of the Portland-based tracks. OHSU s Prevention Research Center (PRC) will continue to actively involve faculty from PSU to serve as advisors to the Center and to serve as lead faculty on new grant proposals generated out of the PRC. This type of cross-campus research collaboration, in addition to that in the new Social Determinants of Health workgroup at PSU, strengthens collaboration among program faculty and may increase opportunities for students to serve on research projects with faculty from other campuses. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 167

3.2 SERVICE The program shall pursue active service activities, consistent with its mission, through which faculty and students contribute to the advancement of public health practice. 3.2.a Description of the program s service activities, including policies, procedures and practices that support service. If the program has formal contracts or agreements with external agencies, these should be noted. The Oregon MPH Program s strong commitment to service is integral to program operations at all levels, from the program s mission and values to curricular design. In particular, the collaborative service activities of the Oregon MPH Program, its faculty, and students are central to fulfilling one of the program s goals, to provide, enhance, or support service activities to meet the public health needs of urban and rural populations in cooperation with appropriate community professionals, organizations, and governmental entities. The program s related service objectives, with target measures indicating progress over the past three years, are presented in Criterion 3.2.d, Table 3.2.d.i. Each of the three partner universities maintains policies and procedures through which commitment to service is institutionalized and realized. The respective missions, visions, and values of the three partner universities each include a service emphasis, and set the tone for expectations of the campus community. Excerpts from the Portland-based partner universities service missions are included in Table 3.2.a.i. with complete mission statements presented in Exhibit 1.3.a. Oregon State University s service commitments and activities are presented in Exhibit 3.2.1.OSU. Table 3.2.a.i. Service Commitments of OMPH Program Partner Universities University Portland State University Service Commitment Mission: The University conducts research and community service that support a high quality educational environment and reflect issues important to the region. It actively promotes the development of a network of educational institutions to serve the community. Service Distinction: Portland State University has consistently been ranked among the top 25 institutions in the nation by US News & World Report for its community-based/service-learning curriculum. University motto: Let Knowledge Serve the City. Values: PSU values its identity as an engaged university that promotes a reciprocal relationship between the community and the University in which knowledge serves the city and the city contributes to the knowledge of the University. We value our partnerships with other institutions, professional groups, the business community, and community organizations, and the talents and expertise these partnerships bring to the University. We embrace our role as a responsible citizen of the city, the state, the region, and the global community and foster actions, programs, and scholarship that will lead to a sustainable future. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 168

University Oregon Health & Science University Service Commitment Mission: As part of its multifaceted public mission, OHSU strives for excellence in education, research and scholarship, clinical practice and community service. [ ] Lead and advocate for programs that improve health for all Oregonians, and extend OHSU s education, research and healthcare missions through community service, partnerships and outreach. Service Distinction: As the state s only public academic medical center, OHSU is committed to conducting not only real research for the real world, but also retaining a strong commitment to serving our local community through innovation and quality in prevention and treatment of health problems. Vision: To achieve our goals, we must collaborate, integrate, innovate, and pursue sustainable excellence. These principles help us develop and share new knowledge, improve education and patient care, and enhance community service while providing excellent stewardship of public and philanthropic funding. Commitment to service also is an integral element of the missions and values expressed by the academic units that host the Oregon MPH Program tracks. Excerpts from each of the academic units public commitments to service are included in Table 3.2.a.ii. Table 3.2.a.ii. Service Commitments of OMPH Program Partner Academic Units Academic Unit Department of Public Health and Preventive Medicine (Epi/Bio) Division of Public Administration Portland State University (HMP) School of Community Health (HP) Service Commitment To provide professional education, research, and innovative public service in health promotion and the prevention and control of illness and injury utilizing population-based perspective. The Division of Public Administration s vision is to be an agent of change to develop and enhance public leadership through education, scholarship and service. Building upon Portland State University s commitment to community-engaged scholarship and service, the Division of Public Administration is uniquely placed to prepare current and emergent leaders in local, regional, national and global communities. The mission of the Portland State University School of Community Health is to promote the public s health and well-being through multidisciplinary education, research, and service. The school builds on the resources of the urban university by integrating individual, population, and systems perspectives respecting cultural diversity, social justice, and global connectedness. We work in collaboration with students, faculty, alumni, and community organizations. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 169

Academic Unit School of Nursing (PHCHD) Service Commitment The Oregon Health & Science University s School of Nursing (SoN) mission is To provide leadership in nursing and health care through thoughtful innovation in healing, teaching and discovery. SoN Behavioral Agreements, Collaboration. We are mindful of working across and within units, programs, campuses and with community partners to achieve our mission. We support strong teams, inclusive communication, and dialogue, where every voice is valued. Consistent with the missions and values of the Oregon MPH Program and the partner universities, service is an expectation of all faculty and is considered in evaluations for advancement and tenure. Each of the partner campuses facilitates service by allowing faculty one day a week for outside activities, including service. Oregon MPH Program faculty service, defined for purposes of program tracking as those activities undertaken outside of normal teaching and research expectations and for the benefit of the profession or society, includes: Elected and appointed offices held in, and in service to, professional associations and boards (local, regional, national, or international); Active participation in the work of community health-related organizations as volunteer, consultant, technical advisor, committee member, or board member Review for professional publications and/or panels; and Presentations at non-professional community meetings and events on health-related topics. As detailed in Criterion 3.2.c, Oregon MPH Program faculty are actively involved in service to the community, providing their professional expertise via collaboration, consultation, and professional service that contributes to the practice of public health. Faculty service activities, in addition to student service and program-sponsored efforts, are presented in Templates 3.2.1 (OHSU PSU Faculty Service, OSU Faculty Service), Exhibit 3.2.e.i, and Criterion 3.2.c, respectively. Evaluation of faculty service in tenure and promotion is described in Criterion 3.2.b. This program s service commitment is further reflected in the community-based learning orientation of program curricula, including formal field placements, applied research opportunities, and coursework that places students in community settings to build and demonstrate skill mastery [Criterion 3.2.e]. In demonstration of the value of service within the Oregon MPH Program, the Deans Oversight Council annually honors faculty and student service exemplars through awards for Excellence in Service. These awards serve as a measure of the commitment to our program mission, and as public recognition for the outstanding accomplishments of students and faculty in the Oregon MPH Program. These awards are accompanied by a certificate and $1000. A list of recent student award recipients and their accomplishments is provided in Table 3.2.e.i. The External Advisory Council (EAC) brings a range of local and regional community perspectives on the overall effectiveness in achieving not only the goals of the Oregon MPH Program, but also those of the public health community. In this regard, the EAC provides the program a means by which to assess service needs within the local community, and to identify the program s impact through its community-oriented service activities. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 170

Formal contracts or agreements with external agencies The Oregon MPH Program has a number of relationships relative to service, formalized by either MOU or another contractual arrangement. These include: The Oregon MPH Program is a contributor, co-planner, and financial sponsor of the Oregon Public Health Association s annual conference. This two-day event singularly brings together the state s public health community to exchange ideas and information about current issues, trends, research, and opportunities in Oregon public health. Documentation supporting this partnership is in Exhibit 3.2.a.i. The program also has a formal Memorandum of Understanding with the Northwest Center for Public Health Practice (NWCPHP) for purposes of developing and promoting workforce continuing education throughout the greater Pacific Northwest. This relationship is described in detail in Criterion 3.3, and the MOU is presented in Exhibit 3.3.e.i. At the unit level, the Division of Public Administration has a master agreement with the Oregon Office of Health Policy and Research that allows students to easily connect with project work within the Office and the Oregon Health Authority [Exhibit 3.1.b.iii]. Jeanene Smith, MD, MPH, a graduate of the HMP track, is Director of OOHPR, and has supported a number of students in project work on a variety of critical health reform-related projects. The School of Community Health (SCH) is a partner of the Oregon Public Health Institute, which supports public health advocacy and other service related activities [Exhibit 3.2.a.ii]. Additionally, the Institute on Aging (IOA) in SCH is a partner with the Jessie F. Richardson Foundation. The foundation supports the IOA s Nicaragua Project, in which graduate and undergraduate students train in Portland to then travel to Nicaragua for two or three weeks for volunteer work in community development [Exhibit 3.2.a.iii]. The SCH also has a service and research agreement with Beaverton Community Health Collaborative (BCHC), which provides healthcare access for low-income populations. The Oregon Solutions process, a collaboration between partners including Portland State University, Virginia Garcia Memorial Health Center, and others, has resulted in recommendations, decisions, and agreements related to the wellbeing of communities. The formal agreement, called the Declaration of Cooperation, memorializes these recommendations as a nonbinding implementation plan [Exhibit 3.1.b.iv]. The Department of Public Health and Preventive Medicine has a long-standing relationship with the Northwest Portland Area Indian Health Board that includes support for activities such as the Summer Research Training Institute for American Indian/Health Professionals [Exhibit 3.2.a.iv]. Descriptions of OSU s formal contracts and agreements are presented in Exhibit 3.2.1.OSU. 3.2.b. Description of the emphasis given to community and professional service activities in the promotion and tenure process. Service is an expectation of all core Oregon MPH faculty at each of the partner universities, and is considered by the respective academic units, colleges, and institutions in reviews for promotion and tenure. Moreover, faculty members are expected to demonstrate increasing OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 171

involvement and leadership in professional and academic service as they rise in academic rank. Service guidelines in the pay, promotion, and tenure process across the three Oregon MPH Program partner universities, including institutional guidelines relative to the definition and value of faculty service, are presented in Exhibits 4.2.a.i-iv. Service contributions, while required in all tenure decisions, are not sufficient to merit advancement in the absence of a balanced portfolio that also includes strong teaching and research records; all three are essential components. 3.2.c A list of the program s current service activities, including identification of the community, organization, agency or body for which the service was provided and the nature of the activity, over the last three years. See CEPH Data Template 3.2.1. Projects presented in Criterion 3.1 should not be replicated here without distinction. Funded service activities may be reported in a separate table; see CEPH Template 3.2.2. Extramural funding for research or training/continuing education grants should be reported in Template 3.1.1 (research) or Template 3.3.1 (funded workforce development), respectively. Program-level Service The Oregon MPH Program strives to actively support the professional community by participating in and promoting service activities. Events in which the Program has been a part during the last accreditation interval include: October 2009: Hosted a booth at the Oregon Health Career Day at Portland Community College. Over 1200 students attended the event. October 2010: Co-sponsored the Oregon Latino Agenda for Action Conference April 2010: Participated in the planning and coordination of Oregon Public Health Week, in collaboration with the state Public Health Division, including a panel discussion on careers in public health. October 2011: Hosted a booth at the African American Wellness Fair. Over 250 community members attended the event. April 2011: Co-sponsored, promoted, and hosted the Public Health Week premiere of Life, Liberty and the Pursuit of Well-Being, a biographical play about Lillian Wald. Oregon MPH Program Student Representatives participated in the planning and recruitment of panel members for a post-performance discussion about public health. Fifty people attended the play, including students and community members. April 2011: Co-sponsored and hosted the Youth and Public Health Photo contest, as part of Public Health Week. March 2012: Sponsored a student-staffed exhibitor booth for the Meaningful Care Conference: Providing culturally competent health care and social services to the lesbian, gay, bisexual, transgender and queer communities. October 2012: Hosted a booth at the African American Health Coalition s 17 th Annual Wellness Village. April 2013: Sponsored a student-led OMPH Day of Service activity, Help Build a Learning Garden at Gilbert Park Elementary! OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 172

Track-level Service Oregon MPH Program tracks or partner units also contribute to the program s mission by sponsoring service events and activities. Detailed lists of Portland-area track-sponsored events are included in Exhibit 3.2.c.i; OSU track-sponsored events are presented in Exhibit 3.2.c.i.OSU. Examples include: In July 2011, the HP track hosted a three-day workshop, co-sponsored by the World Health Organization, entitled Transportation and Health: Advancing Research and Policy Implementation in Latin America. This event brought together local, national, and international researchers and policy-makers to: examine the role of research in policy implementation around transportation and health, prioritize the urban health research and research training needs in the region, and establish a Consortium of Universities examining sustainable solutions to urban health problems. The HMP track, in conjunction with the student-led PSU/OHSU Institute for Healthcare Improvement (IHI) Open School Chapter and a community partner, We Can Do Better, hosted a May 2013 presentation by Dr. John Santa: Presenting Health Comparisons to Consumers in an Era of Health Reform. Dr. Santa is an Oregon MPH Program graduate, and Director of the Health Ratings Center at Consumer Reports. Faculty-level Service A complete list of Oregon MPH Program service activities for Portland-area faculty over the past three years is presented in Exhibit 3.2.1 (CEPH Template 3.2.1) OHSU & PSU Faculty Service. Service activities for OSU faculty over the past three years are presented in Exhibit 3.2.1.OSU (CEPH Template 3.2.1) OSU Faculty Service. These take many forms, including service through leadership, professional service, and contributions to the practice of public health. Table 3.2.c.i. summarizes service activities in which Oregon MPH Program core faculty engaged in the past four years. Table 3.2.c.i. Summary of Portland-area Faculty Service Activities, AY2009-10 through AY2011-12* Activity Type Count Board, Commission, Committee Chair or Member 206 Consultant, Technical Advisor, Trainer, Grant Reviewer 51 Journal, Abstract Reviewer 196 Editorial Board, Reviewer, Editor 32 *Data from AY2012-13 will be available to reviewers during the OMPH Program site visit, October 24-25, 2013. Many of the activities summarized in Table 3.2.c.i. involve well-known national organizations such as APHA or NIH. Of specific relevance to the Oregon MPH Program are the local and regional organizations it supports through service activities. State and local agencies and organizations with whom the Oregon MPH Program and faculty have participated include: Community Health Worker Policy Advisory Committee La Clinca Del Carino (FQHC) Metro Regional Government Native Community Advisory Committee Northwest Health Foundation Northwest Portland Area Indian Health Board Oregon Alcohol and Drug Policy Commission OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 173

Oregon Consortium for Integrative Medicine Oregon Department of Corrections Oregon Department of Medical Assistance Oregon Health Action Campaign Oregon Health Authority Oregon Health Care Quality Corporation Oregon Health Policy Board Oregon Partnership for Cancer Control Oregon Patient Safety Commission Oregon Public Health Advisory Board Oregon Public Health Association Oregon Public Health Institute Oregon State Coalition for Childhood Immunization Salud Para Todos More detailed service information is available in individual faculty curriculum vitae in Exhibit 4.1.a. Examples of Oregon MPH Program student service activities are presented in Exhibit 3.2.e.i, and are further discussed further in Criterion 3.2.e. 3.2.d Identification of the measures by which the program may evaluate the success of its service efforts, along with data regarding the program s performance against those measures for each of the last three years. Table 3.2.d.i. Oregon MPH Program Service Objectives, Measures, and Outcomes* Objective Data Source(s) Outcome [29] Maintain an External Advisory Council (EAC) board membership composed of notfor-profit, public, healthcare, and other community organizations throughout Oregon and Southwest Washington. [30] Each year, at least 50% of student respondents will report community service outside of their field experience or course-associated servicelearning activities. [31] Each year, at least 50% of students will provide service to communities through community-engaged MPH coursework, outside of the field placement. [32] 80% of core faculty will provide service to community, public health, and other healthrelated organizations each academic year. Organizations/agencies represented by EAC membership EAC meeting schedule demonstrating that the committee met at least once each academic year Report of student community service activities Required course syllabi Professional service activities reported by faculty As of Fall 2013, the EAC was comprised of 16 public health professionals representing 16 different agencies/organizations from throughout Oregon and Southwest Washington. 09-10 10-11 11-12 1 meeting 3 meetings 3 meetings 09-10 10-11 11-12 New measure effective AY2013-14 09-10 10-11 11-12 New measure effective AY2013-14 09-10 10-11 11-12 89% 91% 97% OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 174

Objective Data Source(s) Outcome [33] The program will sponsor or co-sponsor at least one public service event each academic year. [9] 100% of tracks will include required coursework and/or placement involving community-based or experiential learning opportunities for students. Record of programsponsored and cosponsored events Community-based or experiential learning opportunities identified in track curricula 09-10 10-11 11-12 1 2 4 2010-11 100% 2012-13 100% *Data from AY2012-13 will be available to reviewers during the OMPH Program site visit, October 24-25, 2013. 3.2.e Description of student involvement in service, outside of those activities associated with the required practice experience and previously described in Criterion 2.4. Exhibit 3.2.e.i includes self-reported student service activities across all tracks during this accreditation interval. As self-report response rates are low, we know these to be very conservative representations of the volume and breadth of service activities in which our students engage. The nature of student service is highly variable and reflects differing experiences, professional objectives, and personal interests. The Oregon MPH Program actively supports students by regularly broadcasting service opportunities in the Oregon MPH Program and track email listservs, publication in the weekly OMPH Digest newsletter, and posting to the Oregon MPH Program website. Some of the agencies and organizations with whom students have reported service activities include: American Heart Association Basic Rights Oregon Childhood Hunger Coalition Clark County Needle Exchange Coalition for a Livable Future Gifts of Anatomical Value for Everyone Global Health Alliance Lane Coalition for Active Youth Outside In Planned Parenthood Portland/Multnomah Food relief Council Project Medishare in Haiti School-based Health Centers SW Washington Free Clinic The Cross Cultural Healthcare Program Upstream Public Health The HMP, HP, and PHCHD tracks incorporate service-learning activities in required coursework, during which students work directly with community organizations and agencies. Required courses with service-learning components include PHE517 Community Organizing, PAH588 Program Evaluation and Management in Health Services, PAH576 Strategic Management in Health, PAH541 Organizational Behavior in Health Services, CPH521 Social OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 175

Determinants of Health, and CPH523 Global Perspectives and Program Development. Servicelearning elective courses include PAH542 Marketing in Health Services Organizations, PAH544 Leadership and Governance in Health Care, and CPH507A Current Issues in Public Health. Service-learning (i.e., community-based learning, or CBL) courses, required components of the HP, HMP, and PHCHD tracks, also are available to all Oregon MPH Program students as electives. The Oregon MPH Program Student Leadership Council (SLC) has identified service activities as a priority each academic year, and has coordinated service opportunities in conjunction with other Oregon MPH Program-sponsored events. For example, during AY2009-10 the student representatives organized and implemented a food drive for the Oregon Food Bank as part of the Oregon MPH Program Student Symposium. In AY2010-11, students initiated and organized the presentation of Life Liberty and the Pursuit of Well-Being, a biographical play about Lillian Wald and her impact on public health, followed by a town hall meeting to discuss the play s implications. In AY2011-12, students engaged Dr. Phil Cooper from the PSU Public Administration Division, a nationally recognized public law scholar, to lead a public discussion of the Supreme Court s review of the Affordable Care Act. For AY2012-13, students coordinated an Oregon MPH Program Day of Service sponsored by the Immigrant and Refugee Community Organization (IRCO), during which students from across tracks came together to build a new outdoor classroom and native habitat/learning garden at a local elementary school. Service recognition As referenced previously, the Oregon MPH Program regularly celebrates students and faculty who demonstrate excellence in service. A summary of student recipients of the Deans Oversight Council Student Excellence in Service Award is presented in Table 3.2.e.i. These accomplishments are only a sample of students many service contributions. Table 3.2.e.i. Student Awards for Service Academic Year 2008-09 2009-10 2010-11 Student Catherine Gonzales- Maddox Nicole Burda Torrie Bordokoff Examples of Service Activities Extended and improved quantitative analysis of youth mentoring projects with an extensive data analysis report; bilingual Community Outreach Volunteer and Medical Interpreter for the American Red Cross, conducting outreach and medical translation. Coordinated an evidence-based substance abuse prevention program; Involved in the Latino Health Ambassador Network (LHAN), a community-based participatory research project funded by Northwest Health Foundation to coordinate leadership development and skill building among local Latino community members to better inform county-level chronic disease public policy and systems change efforts. Student member of the Sexual Assault Taskforce through the PSU Women s Resource Center; active in state policy for women s health as program coordinator for the joint PSU/OHSU Policy Advisory Towards Health for Women program; provided presentations and testimony before the Oregon Senate. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 176

Academic Year 2011-12 2012-13 Student Rebecca X. Casanova Nate Warren Examples of Service Activities Contributed to the Senior Adult Learning Center and the Oregon Gerontology Education Center, helping to advise older adults on lifelong learning opportunities available at PSU; Epidemiology Section abstract reviewer for the American Public Health Association Annual Meeting in 2010, 2011, and 2012. 2012-13 Student/Campus Representative for PHCHD track/ohsu; Student Blogger for Student Speak OHSU Blog; student lecture coordinator for 2013 First Friday Public Health Seminar Series and organizer for 2013 OMPH Public Health Week Poster Showcase; served as 2013 Public Health Policy Volunteer with the Oregon Primary Care Association; Professional Category Judge for the Oregon Youth Photo Contest, sponsored by the Northwest Health Foundation and the Oregon Public Health Division. 3.2.f Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: Faculty and students regularly engage in service activities, contributing to a range of social and professional communities. The extent of activities supports and reflects the mission of the Oregon MPH Program. Faculty members serve in various capacities with communitybased organizations and national agencies. Students are actively engaged in service through program-supported field experiences, community-based learning, and program events, as well as independently in their personal and professional spheres. Weaknesses: Anecdotal and observational evidence suggests that Oregon MPH Program students are very actively engaged in service activities, however gathering this information though formal surveys has been extremely challenging. As such, reports of service activities students presented in this criterion should be viewed as conservative reflections of student contributions. Plans: Review the scope of Oregon MPH Program, unit, track, faculty, and student service activities to identify any specific areas or foci that the program should seek to encourage or develop. Expand and integrate program-sponsored activities generally and/or through promotion/expansion of existing unit or faculty activities. Continue to support one focal program-level student service event per year, selected by the Oregon MPH Program SLC. Continue to pursue online tracking systems for student and faculty service activities. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 177

3.3 WORKFORCE DEVELOPMENT The program shall engage in activities other than its offering of degree programs that support the professional development of the public health workforce. 3.3.a Description of the ways in which the program periodically assesses the continuing education needs of the community or communities it intends to serve. The assessment may include primary or secondary data collection or data sources. The Oregon MPH Program recognizes its responsibility to evaluate and meet the continuing education needs of the public health workforce. The OMPH Program uses several methods to assess the public health community s needs, including alumni surveys, External Advisory Council recommendations, and collaboration with the Northwest Center for Public Health Practice (NWCPHP) at the University of Washington [Criterion 3.3.e]. The Workforce Development Subcommittee (WDS) is charged with determining how to address identified needs. The Oregon MPH Program conducts biennial surveys of alumni assessing high interest training topics, as well as preferred delivery formats [Exhibit 1.2.a.iii]. Recent surveys highlight strong interest in policy, management and leadership, advanced research skills, local and national health reform, current public health issues, cultural competence, and health communication. The program also engages the External Advisory Council (EAC) in identifying continuing education needs and interests. During this self-study period, EAC members recommended additional workforce training in communication, public health and health information technology, practical leadership skills, and budget management. As a regional partner with the Northwest Center for Public Health Practice (NWCPHP), the Oregon MPH Program collaborates in surveying the existing workforce in Oregon and the Pacific Northwest. The NWCPHP regional partners meet twice each year. As a partner, the Oregon MPH Program participated in the distribution and promotion of the workforce survey in 2010 and 2013. Survey results from 2010 are presented in Exhibit 3.3.a.i; over half (57%) of the survey s respondents were from Oregon. In February 2013, NWCPHP and partners began the most current survey of public health practitioners [Exhibit 3.3.a.ii], and roughly 23% of respondents were from Oregon. The results of these surveys are regularly used by NWCPHP to inform the workforce development courses and Hot Topics seminars. Oregon respondents to the 2010 survey identified as the top three training needs: policy development/program planning, leadership and systems thinking, and analytic/assessment skills. The top content areas of interest in Oregon were health impact assessment, accreditation and quality improvement, and health communication. Major barriers identified to participating in continuing education trainings included lack of funding for travel, limited staff time, and availability of local trainings. The top three identified delivery modes for training were regional workshops, webinars, and online modules. Respondents to the 2013 survey, in total, similarly identified a broad range of communication skills, leadership, and program planning as areas of top interest. Oregon-specific findings from this most recent survey are anticipated by the time of the site visit. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 178

The Workforce Development Subcommittee of the Oregon MPH Program is charged with using the results of these needs assessment activities to coordinate and guide the continuing education efforts of the program, tracks, units, and faculty. Two areas of focus have emerged from recent reviews of the needs assessment findings and program-wide workforce development or continuing education (CE) activities: 1. Apply identified areas of CE interest more comprehensively across program-wide activities. For example, use needs assessment findings to more directly inform the topics presented in the ongoing First Friday Public Health Seminar Series (described below). 2. Improve understanding of the relationship between CE formats in which the current workforce is willing to participate and the expectation/desire from employers for more formalized or credentialed CE. The program and one of its units has experienced recent instances in which workforce development activities aligned with identified CE interests, were designed in an academic course framework with support from public health employer partners, and yet failed to attract sufficient attendance by current workforce members. For example, a 2011 summer graduate course in leadership was developed, based on EAC recommendations of workforce need, and was widely advertised across program listservs; however, low enrollment led to its cancellation. Similarly, the PSU Public Administration Division (host unit for HMP track) attempted to launch a certificate in Health Systems and Public Health Management that was designed to support workforce in both public health and other health management settings and which built on Oregon MPH Program coursework. Despite strong support from employers and thenapparent interest from current workforce members, low enrollment also led to cancellation of this programming. 3.3.b. A list of the continuing education programs, other than certificate programs, offered by the program, including number of participants served, for each of the last three years. Those programs offered in a distance-learning format should be identified. Funded training/ continuing education activities may be reported in a separate table. The Oregon MPH Program and its Portland-based tracks are in the sixth academic year of cosponsoring a First Friday Public Health Seminar Series, to which students from all ten tracks are invited, via Oregon MPH listservs. Alternately located at PSU and OHSU, and as of 2013 also recorded for podcast, these seminars are promoted to both existing students and workforce colleagues. Seminar topics and attendance for AY2009-10 through AY2012-13 are presented in Table 3.3.b.i. Table 3.3.b.i. Oregon MPH Program First Friday Public Health Seminar Series Seminar date 4/26/2013 4/5/2013 3/1/2013 Topic Total Attendance Student Attendees Community Member Attendees Our Online Lives: The Intersection of Law, Privacy, and Health 1 52 9 43 MisLEAD: America s Secret Epidemic 14 5 9 Disability: Inclusion in Public Health Definitions of Disparity 16 11 5 OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 179

Seminar date 2/1/2013 1/11/2013 Topic Substance Use Disorders in the US Armed Forces Violence As a Public Health Issue Total Attendance Student Attendees Community Member Attendees 27 10 17 15 6 9 12/7/2012 HIV-related Stigma 11 7 4 11/2/2012 10/5/2012 5/12/2012 The Human Genomics Landscape Circa 2012 Epidemiology and Prevention of Child Injury in Oregon and Beyond Senior Populations: Active Transportation 6 2 4 14 5 9 AY2012-13 Totals 155 55 (35%) 100 (65%) 10 6 4 4/6/2012 Chasing Tapeworms 18 3 15 2/3/2012 1/13/2012 11/4/2011 4/29/2011 4/1/2011 3/4/2011 2/4/2011 1/7/2011 11/5/2010 10/1/2010 Health Care Reform: Where do we start? GENOMICS: What is it and why should you care? HIV/AIDS: A personal perspective 20 6 14 18 11 7 20 8 12 AY2011-12 Totals 86 34 (40%) 52 (60%) What is OPHA & Why Should You Become a Member Health Reform 2011: State and Federal Actions and Updates Health Information Technology: What Every MPH-er Should Know and Why You Should Care Global Health Competency: Lessons learned Hitting the Streets: Bike Commuting Injuries in PDX HEY: Native American Youth Creating Films and Media Messages To Make a Difference in Tribal Communities Adolescent and Health: What's Age Got to Do With It? 4 3 1 13 3 10 17 9 8 14 9 5 57 18 39 32 5 27 40 36 4 AY2010-11 Totals 177 83 (47%) 94 (53%) OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 180

Seminar date Topic Total Attendance Student Attendees Community Member Attendees 4/2/2010 Cuidate: Te Apoyamos: A Project to Create a Breast Health Network for Indigenous and Poor 14 8 6 Mestiza Women in Ecuador 3/3/2010 Public Health and Politics 34 23 11 2/5/2010 Using the Community Coalition Model to Impact Childhood 19 5 14 Public Health Outcomes 12/4/2009 Supporting Community Health Assessment at the Local Level in 13 6 7 Oregon 11/6/2009 The Early Life Roots of Heart Disease and Diabetes 36 27 9 10/2/2009 Menu Labeling in Multnomah County and Beyond 16 10 6 AY2009-10 Totals 132 79 (60%) 53 (40%) 1 This presentation was a special half-day collaborative event, which the OMPH Program co-sponsored with a community partner. It was hosted in place of a May 2013 seminar. The program s partnership with the Northwest Center for Public Health Practice (NWCPHP), established by MOU in Fall 2010, has significantly expanded the program s reach in supporting continuing education of the state s public health workforce. The Oregon MPH Program promotes the Center s Hot Topic webinars and online courses via program student, faculty, and alumni listservs, the OMPH Program website, and targeted distribution lists. A list of the specific topics provided by the NWCPHP over the past three years, all of which were delivered online and free to Oregon and other Northwest states, is presented in Exhibit 3.3.b. Table 3.3.b.ii. provides a summary of Oregon public health workforce participation in these two types of CE offering for AY2009-10 through AY2012-13. The Oregon MPH Program seeks to continue to increase local participation in these events through its involvement on the NWCPHP regional steering committee and promotion of NWCPHP events. Table 3.3.b.ii. Oregon Public Health Workforce Participation in NWCPHP events* Academic Year Online Courses Hot Topics Webinars Total 2009-10 93 179 272 2010-11 143 103 246 2011-12 233 245 478 2012-13 1 114 168 282 1 Through September 2013 *Data from AY2012-13 will be available to reviewers during the OMPH Program site visit, October 24-25, 2013. The program also contributes to continuing education in Oregon and beyond through track and unit-sponsored programming. The Northwest Addiction Technology Transfer Center (ATTC), led by Dr. Traci Rieckman of the Epi/Bio track, provides monthly workforce training events in Oregon and throughout the Western states. The Center for Research on Occupational Safety and Environmental Toxicology (CROET), involving Epi/Bio faculty, also provides workforcetraining events throughout the year, generally in Portland. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 181

The School of Community Health (Health Promotion track) has developed a workshop on understanding social determinants of health, and works closely with the Oregon Public Health Institute on Health Impact Assessment continuing education. The School of Community Health also recently received funding from the Cambia Foundation to engage a number of Oregon organizations in developing and implementing Community Health Worker trainings to be made available throughout the state. This project brings together the Community Capacitation Center (CCC) of the Multnomah County Health Department, which has offered core competency training for Community Health Workers since 2000, Oregon Consensus, the Oregon Community Health Worker Association, the Oregon Latino Health Coalition, the African American Health Coalition, and the Oregon Health Authority's Office of Equity and Inclusion. The School of Nursing (Primary Health Care and Health Disparities track) has recently partnered with the Oregon Public Health Association, Association of Oregon Public Health Nurse Supervisors, Oregon Health Authority, and Multnomah County Health Department, in the planning for the 2013 Nursing and the Public s Health Summit. This event is one part of the School s commitment to engaging in larger community discussions, identifying changing models of practice, and to providing continuing education to the nursing workforce regarding health and public health systems reform. Both the Division of Public Administration (Health Management and Policy track) and the School of Community Health (Health Promotion track) have been strong supporters of, and contributors to, PSU s annual Community-Campus Partnership for Health events. The PSU/OHSU Institute for Healthcare Improvement (IHI) Open School Chapter has become a regular supporter of information and training related to quality improvement, patient safety, and system transformation. The Division of Public Administration, through its Center for Public Service, has recently established a certificate program in emergency and disaster management with over a third of its initial cohort of 18 students from health organizations, and continues to investigate successful means of providing continuing education in health management and leadership. In addition to program- and track-level continuing education programs, Oregon MPH Program faculty regularly participate in providing a wide range of workforce development activities with organizations, agencies, and institutions. Oregon MPH Program faculty have offered, independently and as teams, topical continuing education programs at the specific request of local and state agencies and organizations, sessions at the American Public Health Association and Oregon Public Health Association annual meetings, trainings at local events sponsored by regional funders and issue-advocacy groups, and presentations at national discipline-specific professional conferences. Examples of particular regional significance are the courses and sessions offered each year by faculty from the Epi/Bio and HP tracks during the Native American Health Professionals Summer Institute, conducted by the Northwest Portland Area Indian Health Board. A count of continuing education forums, events, and short courses per year offered by Portland-area core faculty is provided in Table 3.3.d.i., and full detail of these activities for Portland-area faculty (core and other) are presented in Exhibit 3.3.1. 3.3.c Description of certificate programs or other non-degree offerings of the program, including enrollment data for each of the last three years. In AY2007-08, the Oregon MPH Program developed an online Graduate Certificate Program in Public Health (GCPH) designed in partnership with and in response to an initiative by the statewide Local Health Departments (LHD) through the Coalition of Local Health Officials OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 182

(CLHO) and the Public Health Division of the Oregon Health Authority (OPHD). Offered through the fully online Primary Health Care and Health Disparities track, the purpose of this program is to improve public health capacity in Oregon by assuring staff have academic grounding in public health fundamentals. A 2007 survey conducted by the LHDs and OPHD found that one-third to one-half of the public health leadership positions in Oregon LHDs were then filled with employees who did not meet the educational standards specified for their positions. In addition, the survey found that many clinical staff in LHDs were under-prepared according to statute and standards for these positions. Recognizing the need for fundamental public health preparation throughout the workforce, the Oregon MPH Program s Workforce Development Committee developed the GCPH as an online certificate including coursework in the five core areas of public health and one of two breadth courses (CPH535 Professionalism, Ethics, and Systems Thinking in Public Health or CPH538 Program Evaluation), for a total of 19-20 quarter credits. In addition to supporting the existing public health workforce, the GCPH also is a workforce development opportunity for allied health professionals who may not need the full curriculum required of an MPH, but who may wish to build foundation in the five core areas. Finally, the certificate offers a way for prospective MPH students to test the waters of the field, and then transfer with full credit into the Oregon MPH Program. The GCPH is open to applicants holding a bachelor's degree in any discipline. The GCPH is provided in an online format in order to maximize accessibility for working professionals and others whose schedules do not permit traditional classroom participation, as well as for those without ready access to the partner campuses. The GCPH was designed so that certificate students take classes alongside degree-seeking Oregon MPH students, further building the professional public health community. Progression through the course of study is flexible and varies from student to student, with a maximum time to certificate completion of four years. Further increasing flexibility, continuous enrollment policies do not apply for students admitted to the certificate program, although a formal leave of absence is required for absences extending a full quarter or longer. The program can be pursued on a full- or part-time basis. For those with ready access to the partner campuses, the GCPH can be completed entirely online or in a combination of online and onsite classes. Students successfully completing the GCPH are eligible to matriculate to any track within the Oregon MPH Program, and can apply their certificate coursework to their MPH course of study. The GCPH curriculum and requirements are held to the same rigorous standards as is the entirety of the Oregon MPH Program. The GCPH courses, also OMPH Program courses, are all taught by Oregon MPH faculty whose credentials are described in Criterion 4.1.1. Oversight and evaluation of the program is provided by PHCHD track faculty, the Oregon MPH Program Director, the Workforce Development Subcommittee, and the program s faculty governance committees. The GCPH is advertised on the Oregon MPH Program website (http://oregonmph.org/gcph), as well on the OHSU website (http://www.ohsu.edu/xd/education/schools/school-of-nursing/programs/masters/publichealth/graduate-certificate.cfm). Table 3.3.c.i. provides a summary of current enrollment and completion data from the Graduate Certificate Program, which began admitting students in Fall 2008. Beginning in Fall 2012, a second GCPH was added through OSU Distance Education online. Currently there are 18 students in the OSU certificate, and completion data will be monitored beginning in 2014. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 183

Table 3.3.c.i. Enrollment and Completion Data for Graduate Certificate in Public Health, PHCHD Track Site Student status 2008-09 2009-10 2010-11 2011-12 2012-13 Applied 10 17 14 0 1 20 Matriculated 9 10 6 0 1 15 Active students 9 17 17 12 19 Graduates 0 4 4 8 TBD 1 No GCPH applicants were admitted in Fall 2011, as the School of Nursing underwent reorganization with a full review of all of its graduate programs and certificates. In mid-year AY2011-12, the review was completed and admissions were reopened with 15 new GCPH students beginning in Fall 2012. During the 2007 GCPH needs assessment, the Oregon Public Health Division (OPHD) identified a total of 11 individuals in leadership positions in LHDs who were candidates for the program. Evaluation data show that from 2008-2011, a total of 10 LHD officials had entered the program, nine of whom were from Oregon. Of those who entered, seven completed the program and four from the LHD workforce went on to the Oregon MPH Program. Three of the LHD professionals withdrew, one after completing all five of the core courses because Public Health Department certification only requires leaders to have training in those five core subjects. In addition to the identified LHD students, 12 additional health professionals took some or all of the courses in the GCPH program during its first three years. Nine of the 12 non-lhd students who started the program completed it. Of these nine students, five went on to the Oregon MPH Program. The remaining three students took at least one course, even though they did not complete the full GCPH program. It is notable that in AY2009-10, 100% of the GCPH cohort were from the public health workforce, and 67% were workforce students in AY2010-11. In total, 40 students have entered into the GCPH offered through the PHCHD track since enrollment opened in 2008, of whom five notably were from rural areas. Enrollment was halted in AY2011-2012 while the host unit, OHSU s School of Nursing, underwent reorganization; enrollment for this offering reopened in AY2012-13. Of these 40 students, 16 have graduated, 8 of whom successfully matriculated into the Oregon MPH Program, indicating that at least half of the students who completed the certificate have sought further education in public health. Five students formally withdrew from the program without completing it. Upon evaluation, most of those who did not complete the certificate said the primary reason was competing demands in their lives. In addition, one student, each, cited financial pressures or that his/her place of employment required only some of the courses and not the entirety of the curriculum. In 2012, GCPH graduates were surveyed to assess their perceptions of the program as well as their reasons for entering it. The survey (response proportion 25%) is presented in Exhibit 3.3.c.i. Respondents indicated general satisfaction with the program and a majority expressed interest or intent to complete an MPH in future. 3.3.d Description of the program s practices, policies, procedures and evaluation that support continuing education and workforce development strategies. The Oregon MPH Program has a standing Workforce Development Subcommittee (WDS), which was established in 2006 and affirmed via the Oregon MPH Program Bylaws ratified in December 2012 (see Criterion 1.5). The WDS consists of faculty members from each collaborative institution. The WDS is charged with conducting assessments, developing and OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 184

evaluating program-wide initiatives, and building community alliances to support continuing education for the public health workforce. A primary goal of the WDS is to develop a more formal continuing education initiative that furthers the program s responsiveness to the evolving needs of local public health practitioners. The WDS met regularly during the development and initial monitoring of the Graduate Certificate in Public Health. During this time, the WDS also engaged in meetings and discussions with the Oregon Public Health Division about the potential development of an Office of Public Health Practice. In 2009, the WDS decided that it was not realistic for the program to pursue a practice office, given the economic climate. The WDS instead recommended redirecting focus to a combination of a collaborative MOU with the state or regional partners, partnering with communities, improving outreach to community members for program events, working with OPHA as a continuing education forum, and improving documentation of and communication about efforts already made at the unit, track, and university levels. Several of these planning goals were met, such as co-sponsorship of Public Health Week with state and local entities, establishing the partnership with NWCPHP, continuing and strengthening collaborations with OPHA, and supporting the GCPH. These initiatives were largely discussed and developed at the CC level during the years 2010-2012, the period in which the WDS was inactive [Criterion 1.5]. The WDS reconvened in Fall 2012, and has resumed primary responsibility for the program s continuing education activities, including consideration of prior goals, as noted above. The Oregon MPH Program has established measurable objectives toward the program goal to meet our commitment to learners...through all stages of their careers. In particular, objectives have been reoriented to measure the number of Oregon-based public health workforce members receiving continuing education through the program [Table 3.3.d.i.]. Table 3.3.d.i. Oregon MPH Program Workforce Development Measures and Outcomes* Objective Data Source(s) Outcome [34] Oregon MPH Program will collaborate on or sponsor a continuing education needs assessment at least once every three years. [35] Oregon MPH core faculty, in aggregate, will provide an average of 20 continuing education forums, events, or short courses per year. Workforce survey distributed Continuing education or short course offerings 09-10 10-11 11-12 N/A Yes N/A 09-10 10-11 11-12 99 91 115 [36] The Oregon MPH Program will sponsor or co-sponsor a continuing education seminar series that attracts at least 50 community/workforce members per year. Seminar offerings Attendee counts 09-10 10-11 11-12 6 7 5 09-10 10-11 11-12 53 94 52 Objective Data Source(s) Outcome [37] The Oregon MPH Program will support the Graduate Certificate in Public Health in recruiting and retaining at least 15 active students per year. Number of active students 09-10 10-11 11-12 13 18 13 OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 185

Objective Data Source(s) Outcome [38] The Oregon MPH Program will support the NWCPHP in attaining at least 500 instances of Oregon public health workforce participation in the Hot Topic Webinars and online courses. [20] 50% of entering Graduate Certificate in Public Health students each academic year are from the existing public health workforce. [21] Graduate Certificate in Public Health students from the existing public health workforce will graduate at the same rate as other GCPH students. Programsponsored and cosponsored events Attendee counts Number of students identifying as from within the public health workforce upon enrollment Graduation rate among GCPH students from the existing public health workforce 09-10 10-11 11-12 12 12 12 09-10 10-11 11-12 272 246 478 Enrolled 09-10 10-11 11-12 100% 67% N/A Graduation Rate 08-09 09-10 10-11 4 PHWF: 3 students Other still active *Data from AY2012-13 will be available to reviewers during the OMPH Program site visit, October 24-25, 2013. students still active Evaluation results and other feedback are incorporated into Oregon MPH Program workforce development activities in a number of ways. For example, the Graduate Certificate in Public Health uses regular course evaluation mechanisms to provide direct and immediate student feedback to instructors and department Chairs on the conduct and applicability of coursework. As with all student course evaluation feedback, these responses are fed into the planning of future offerings of those course titles. The GCPH is further evaluated through a post-certificate completion survey created to gather feedback on the effects of the program on employment status, as well as to collect graduates perspectives on ways the program may be improved. The 2012 survey reinforced that some students, entering the program as a function of Public Health Accreditation Board requirements for the five core courses, may not wish to take the additional class required by the certificate. Conversations are in early stages exploring how -- other than merely allowing students to take only the five courses -- these needs may be accommodated. The First Friday Seminar events (described in Criterion 3.3) are regularly evaluated post-event, and provide feedback about logistics of the seminar, as well as ideas for future topics. As the series is planned and conducted by a committee of students, student perspectives guide the trajectory of speakers and topics, and are integrated into the fabric of these events. Other program-sponsored events are similarly evaluated using short-course evaluation instruments that help the program to plan future offerings. 3.3.e A list of other educational institutions or public health practice organizations, if any, with which the program collaborates to offer continuing education. The Oregon MPH Program value, developing partnerships for learning, service, and research to meet communities' health needs, reflects the program s commitment to collaborative education. To this end, the Oregon MPH Program, its tracks, and faculty have been involved in multiple partnerships within the state and region to offer workforce development opportunities. Partnerships established at the program, track, or unit level include: Association of Oregon Public Health Nurse Supervisors Center for Healthy Communities OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 186

Center for Research on Occupational Safety and Health Coalition of Local Health Officials Community-Campus Partnership for Health Multnomah County Health Department Northwest Addiction Technology Transfer Center Northwest Center for Public Health Practice Northwest Portland Area Indian Health Board Oregon Health Authority Oregon Hearing Research Center Oregon Public Health Institute Oregon Public Health Association Public Health Division of the Oregon Health Authority Beginning in 2008, the Oregon MPH Program partnered with the Center for Healthy Communities, a CDC-funded Prevention Research Center at OHSU, to sponsor a Public Health First Friday Seminar series (Criterion 3.3.b). The Public Health Seminars are held in Portland from October through May, and focus on a breadth of topics [Table 3.3.b.i.]. Efforts are made to encourage attendance among local workforce colleagues, including scheduling during the lunch hour, providing food, rotating sessions between the OHSU and PSU campuses, and adhering to a reliable First Friday schedule. During AY2011-12, seven seminars were held with audiences including over 50 community members. During AY2012-13, the program began recording the sessions for podcast to further increase accessibility; podcasts were made available beginning in March 2013 (http://www.oregonprc.org/?cmd=events&sub=02_past). As previously described, in 2010 a formal partnership was established between the Oregon MPH Program and the NWCPHP at the University of Washington. A copy of the MOU is presented in Exhibit 3.3.e.i. 3.3.f Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: The Oregon MPH Program offers a thriving Graduate Certificate in Public Health (GCPH), specifically requested by state and local public health agencies and now in its fifth year. The GCPH is designed to help assure that those in the public health workforce, particularly in Local Health Departments (LHD), have academic grounding in the five core disciplines of public health. Evaluation data indicate that the GCPH is graduating identified LHD officials and other health professionals. Further, the Oregon MPH Program sponsors a well-attended monthly Public Health Seminar Series in Portland, now podcast, delivering a wide variety of continuing education topics to audiences. The program s partnership with the NWCPHP, which allows for dissemination of highly accessible and affordable continuing education training opportunities based in the stated needs of the regional workforce, is supporting increasing Oregon workforce participation in these events. There are significant track-level continuing education activities, such as those offered with the Northwest Addiction Technology Transfer Center and the Center for Research on Occupational Safety and Environmental Toxicology. At the same time, Oregon MPH Program faculty are very active in providing workforce development opportunities throughout the state and elsewhere. For example, Oregon MPH Program faculty support the Native American OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 187

Health Professionals Summer Institute offered by the Northwest Portland Area Indian Health Board. Feedback from the External Advisory Council (EAC), the Alumni Survey, and the Oregonspecific needs assessment information provided by the NWCPHP have provided guidance in identifying continuing education needs of local workforce for future programming. Weaknesses: Despite the breadth and depth of continuing education efforts that have been achieved across the program and through its partnerships, such efforts have been more grounded in topical interests and readiness to seize emerging opportunities than in an integrated (i.e., faculty-to-track-to-program) and centralized effort. While prior workforce development activities have covered a variety of topics and have been informed by stated needs, with some notable exceptions there has not been a fully consistent strategic rooting of workforce development offerings in the breadth of data collected; and, as noted above, more attention needs to be paid to the workforce-preferred mode of continuing education offerings to ensure an accessibility match. Plans: The Oregon MPH Program, through the Workforce Development Subcommittee, has established a set of planning goals and activities designed to support a centrally coordinated program of continued education activities. These goals and activities are designed to guide the activity of the workforce committee over the next several years, support attainment of existing targets, develop new goals and measurement, and develop strategic guidance for workforce development as the program transitions to a two-campus consortium. These goals and activities include: Developing a map of program-wide workforce development activities, including partnerships, to better integrate future efforts in meeting the expressed needs of Oregon s public health workforce, develop consistent and more programmatically centralized support for new and existing continuing education activities, identify and support inter-track synergies in continuing education activities, and assess strategic partnerships to attain program goals. Leveraging our relationship with the NWCPHP through more active partnership and exploration of opportunities for greater local impact, in a model that is synergistic with NWCPHP infrastructure. More directly align program-level continuing education offerings with the breadth of needs assessment data collected. Continue to expand formats for providing workforce development coursework, including online platforms and other broadcast technologies. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 188

4.1 FACULTY QUALIFICATIONS CRITERION 4.0: FACULTY, STAFF, AND STUDENTS The program shall have a clearly defined faculty which, by virtue of its distribution, multidisciplinary nature, educational preparation, practice experience and research and instructional competence, is able to fully support the program s mission, goals and objectives. 4.1.a A table showing primary faculty who support the degree programs offered by the program. It should present data effective at the beginning of the academic year in which the self-study is submitted to CEPH and should be updated at the beginning of the site visit. This information must be presented in table format and include at least the following: a) name, b) title/academic rank, c) FTE or % time, d) tenure status or classification*, e) gender, f) race, g) graduate degrees earned, h) discipline in which degrees were earned, i) institutions from which degrees were earned, j) current instructional areas and k) current research interests. See CEPH Data Template 4.1.1. *Note: classification refers to alternative appointment categories that may be used at the institution. The 34 Oregon MPH Program core faculty from the Portland-area tracks are presented in Template 4.1.1 below. Faculty from Oregon State University are presented separately, to denote those who will no longer be with the program during the upcoming accreditation cycle [Exhibit 4.1.1.OSU]. Curriculum vitae for core faculty from all Oregon MPH Program tracks provide greater detail of specific activities and interests [see Exhibit 4.1.a]. Of Portland-area core faculty, 65% are tenured or tenure-track, 68% are greater than 0.75 FTE appointments to the program, 82% hold graduate degrees in public health or affiliated disciplines (e.g., environmental sciences, biostatistics/statistics, health economics, health behavior/health education), and 65% hold public health degrees if more narrowly defined. In addition, 32% of core faculty have professional public health and related practice experience outside of academia [Criterion 4.1.c]. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 189

CEPH Template 4.1.1 Primary Faculty who Support Degree Offerings of the Program by Specialty Area for AY2012-13 Track First Name Last Name Epi Bio Elizabeth Adams Title/ Academic Rank Assistant Professor Tenure Status FTE NT 0.70 PhD Epi Bio Elena Andresen Professor NT 0.65 PhD Epi Bio Epi Bio Thomas M. Janne Graduate Degree Becker Professor T 0.95 MD; PhD Boone- Heinonen Assistant Professor TT 0.55 PhD HP Gary Brodowicz Professor T 0.5 PhD; MA PHCHD Katharine Bradley HP Paula Carder Epi Bio Yiyi Chen Associate Professor Assistant Professor Assistant Professor NT 1 PhD TT 1 PhD; MA Institution Discipline Teaching Area Cornell University University of Washington Case Western U.; U of New Mexico University of North Carolina at Chapel Hill Ohio State U.; Wake Forest U University of Kansas Portland State U.; University of Pennsylvania TT 0.80 PhD U of Iowa Epi Bio Dongseok Choi Professor TT 0.55 PhD U. of Chicago Nutrition Science Epidemiology Medicine; Anthropology Nutrition Epidemiology; Nutrition Exercise Physiology; Health/Fitness Health Care Outcomes Management & Research Public policy Biostatistics; Clinical Trials Biostatistics; Spatial Epidemiology Maternal and Child Health Disability and Public Health Epidemiology II, Infectious Disease Epidemiology, American Indian/Alaskan Native Epi, Graduate Advisor Epidemiology, Graduate Advisor Exercise Physiology, Quantitative Analysis, Women and Exercise, Exercise/Nutrition/Cardio vascular Disease, Exercise and Training, Health Aspects of Aging Public Health Qualitative Methods; Housing Through Lifespan Introduction to Biostatistics, Statistical Methods in Clinical Trials Biometry I, Computer Applications in Biostatistics; Statistical Consulting, Design & Analysis of Surveys Research Interest Developmental Disabilities Epidemiology, Disability and Public Health Cancer Epidemiology; Native American Individual and Environmental Determinants of Physical Activity, Diet and Obesity; Neighborhood Health Research Fitness, cardiovascular disease, exercise physiology Policy Assisted Living; Long Term Care; Independent Living Biostatistics Developing and Refining Statistical Methods, Biostatistics OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 190

CEPH Template 4.1.1 Primary Faculty who Support Degree Offerings of the Program by Specialty Area for AY2012-13 Track First Name Last Name Title/ Academic Rank Tenure Status FTE HP Carlos Crespo Professor T 0.77 HP Alexis Dinno HP Stephanie Farquhar Epi Bio Rochelle Fu Assistant Professor Associate Professor Associate Professor TT 1 Graduate Degree DrPH; MS; Grad ScD; MPH; MEM Institution Discipline Teaching Area Loma Linda U.; Texas Tech U; U of Puerto Rico Harvard School of Public Health, Yale School of Public Health, Yale School of Forestry & Environmental Studies T 0.57 PhD; MA U. of Michigan TT 0.85 PhD HMP Sherril Gelmon Professor T 1.00 DrPH; MHSc U. of Connecticut U. of Michigan; U of Toronto Public Health; Sports Health; Chemistry Social Epidemiology; Environmental Health & International/ National Health; Natural Resource Management/ Management & Environmental Health Science Public Health- Health Behavior/Heal th Education Biostatistics Health Policy/Public Health; Health Administration Physical Activity, Foundations of Public Health; Director, School of Community Health Environmental Health; Introduction to Biostatistics; Epidemiology Program Planning, Community Organizing, Social Determinants of Health Computer Applications in Biostatistics, Biostatistics III; Statistical Consulting, Graduate Advisor Health Administration, Health Policy, Program Evaluation in Health, Organizational Experience, Values and Ethics in Health, Continual Improvement in Health, Health Systems Organization, Organizational Behavior in Health, Leadership and Governance in Health Research Interest Minority Health, Physical Activity, Epidemiology, Aging, Public Health Surveillance and Health Disparities Developing Applied Statistical Nethods in Dimensional Analysis and in Discrete Time Event History Analysis; Noise on Public Transportation; Neighborhood-level Determinants of Respiratory Health; Transgender Health; Same Sex Marriage; Tobacco Control Policy Environmental Justice, Social Determinants of Health, CBPR Biostatistics Health Workforce Policy; Community-based Learning; Educational Assessment and Accreditation; Community Health Improvement, Civic Engagement OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 191

CEPH Template 4.1.1 Primary Faculty who Support Degree Offerings of the Program by Specialty Area for AY2012-13 Track First Name Last Name PHCHD John Jessup HMP Theresa Julnes Keleka Kaimanu Epi Bio William Lambert Title/ Academic Rank Assistant Professor Associate Professor Associate Professor Tenure Status FTE NT 0.8 MPH T 0.50 Graduate Degree PhD; MPA NT 1.00 PhD Epi Bio Jodi Lapidus Professor T 0.90 PhD Epi Bio Michael Lasarev PHCHD Deborah Messecar PHCHD Corey Nagel Senior Research Associate Associate Professor Assistant Professor NT 0.65 MS T 1.00 NT 1 PhD; MPH; MS PhD, MPH, MS, BSN Institution Discipline Teaching Area Oregon State University U. of Washington U. of California, Irvine U. of New Mexico Oregon State University Oregon Health & Science U.; Oregon Health & Science U.; U of Portland Oregon Health & Science University Public Health International Track Public Administration Environmental Analysis & Design Biostatistics Statistics Nursing; Epidemiology & Biostatistics; Nursing Nursing Science Social Determinants of Health; Field Experience Health Administration, Health Policy, Health Politics, Administrative Theory and Behavior Epidemiology III, Intro to Research Methods, Graduate Advisor Statistical Consulting, Computer Applications in Biostatistics - SAS, Graduate Advisor Biostatistics 1 and 2, Graduate Advisor Epidemiology and Biostatistics, Environmental Health, Gerontology; Public Health Research Interest International Health Health Policies-Politics; Native American Government and Health Issues Environmental Health; Cancer Classification/prediction methods used for biomarker discovery and validation; Statistical analysis methods for high-dimensional proteomic data; Maternal and child health Epi; Clinical trail and intervention study design methodology; American Indian, Alaska Native, Hawaiian, Pacific Islander health, statistical methodology for epidemiologic studies Biostatistics Family Care, PTSD, Evidence-Based Care environment, social epidemiology OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 192

CEPH Template 4.1.1 Primary Faculty who Support Degree Offerings of the Program by Specialty Area for AY2012-13 Track First Name Last Name Title/ Academic Rank Tenure Status HP Margaret Neal Professor T 1 FTE Graduate Degree PhD; MUS HP Jason Newsom Professor T 0.57 PhD Epi Bio Thuan Nguyen Epi Bio Carrie Nielson Epi Bio Byung Park Epi Bio Dawn Peters HMP Jill Rissi Epi Bio Priya Srikanth Assistant Professor Assistant Professor Research Assistant Professor Associate Professor Assistant Professor Instructor and Researcher TT 0.85 MD; PhD TT 0.90 MPH, PhD NT 0.60 PhD TT 0.55 PhD TT 1.00 PhD N/A 0.75 MPH Institution Discipline Teaching Area Portland State U. Arizona State University Hue U Vietnam; UC Davis University of Arizona Oregon State University University of Florida Arizona State University Oregon Health & Science University Urban Studies, Gerontology Social Psychology Medicine; Biostatistics Epidemiology Statistics Biostatistics Public Administration and Policy Epidemiology & Biostatistics Gerontology, Research Design (Survey Methods) Statistics Biostatistics II, Graduate Advisor Epidemiology, Graduate Advisor Introduction to Biostatistics Introduction to Probability Health Systems, Organization, Leadership, Marketing, Strategic Management, Ethics Instructor Research Interest Characteristics and creation of age-friendly communities; transportation options for older adults; strategies for promoting healthy aging; aging in developing countries; and the challenges and opportunities of managing paid employment and unpaid elder care social relationships and health, health behaviors, statistics Biostatistics; Pediatrics Bone and Mineral Research, Human Genetics, Epidemiological Research Experimental Design and General Linear Models Clinical Trial Methodology Health Policy, Health Care Reform; Civic Engagement/Public Participation in Health Policy Process Longitudinal Data Analysis; Survival Analysis OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 193

CEPH Template 4.1.1 Primary Faculty who Support Degree Offerings of the Program by Specialty Area for AY2012-13 Track First Name Epi Bio John D. Stull Last Name HMP Neal Wallace Title/ Academic Rank Assistant Professor Associate Professor Tenure Status FTE Graduate Degree NT 0.60 MD;MPH T 1.00 PhD HP Claire Wheeler Instructor NT 1.00 PhD; MD HP Liana Winett Epi Bio Kevin Winthrop Associate Professor Assistant Professor NT 1.00 DrPH, MPH TT 0.50 MD; MPH Institution Discipline Teaching Area Washington U.; Harvard U U. of California, Berkeley U. of Michigan; Loyola University UC Berkeley; UCLA Oregon Health & Science University; UC Berkeley Medicine; Public Health Health Services Research Psychology; Medicine Public Health, Health Education; Public Health, Behavioral Science/Healt h Education Internal Medicine; Public Health Epidemiology I, Current Issues, Ethics & Epidemiology, Maternal & Child Health Survey, Community Health Health Care Economics, Financial Management of Health Services, Health Policy, Health Systems Organization, Research Methods in Health, Information Management in Health Care, Advanced Health Policy Health behavior, integrative health, mindbody health Media Advocacy, Mass Communication for Public Health, Field Placements Infectious Disease Epidemiology, Graduate Advisor Research Interest Maternal & Child Health Mental Health Policy, Health Economics, Health Insurance Injury Recovery and Injury-Related Stress; Stress Disorders/Stress Management/Manageme nt; Mind-Body Health Framing of Public Health in Popular Discourse Infectious Disease Epidemiology; Mycobacterial Diseases OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 194

4.1.b Summary data on the qualifications of other program faculty (adjunct, part-time, secondary appointments, etc.). Data should be provided in table format and include at least the following: a) name, b) title/academic rank, c) title and current employment, d) FTE or % time allocated to the program, e) gender, f) race, g) highest degree earned (optional: programs may also list all graduate degrees earned to more accurately reflect faculty expertise), h) disciplines in which listed degrees were earned and i) contributions to the program. See CEPH Data Template 4.1.2. Part-time, adjunct, and secondary faculty (i.e., other faculty ) supporting the Portland-area tracks are included in Template 4.1.2 below. In total, the Oregon MPH Program includes 39 faculty with other appointments. Other faculty from Oregon State University are presented separately, to denote those who will no longer be with the program during the upcoming accreditation cycle [Exhibit 4.1.1.OSU]. Curriculum vitae for other faculty members, from all Oregon MPH tracks, to the extent they were available, are presented in Exhibit 4.1.a. Other faculty range in FTE from.04-.50 dedicated to the program. Other faculty members primary responsibility is teaching, although some also serve as thesis advisors for the Epi/Bio track. Of other faculty, 62% hold graduate degrees in public health and related disciplines, combined, and 49% hold public health degrees more narrowly defined; 18% hold primary appointments at the partner university in a separate academic unit; 67% are appointed within MPH tracks academic units, although not at sufficient FTE to be counted as core ; and 15% are appointed elsewhere in the public health and related practice environments. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 195

CEPH Template 4.1.2 Other Faculty who Support Degree Offerings of the Program by Specialty Area for AY2012-13 Track First Name Last Name Title/ Academic Rank Current Employer FTE Graduate Degree Discipline Teaching Area Epi Bio Donald F. Austin Professor Emeritus Oregon Health & Science University 0.20 MD; MPH Medicine; Epidemiology Epidemiology, Chronic Disease Epi Bio David Buckley Research Assistant Professor Oregon Health & Science University 0.45 MD, MPH Medicine; Public Health Epidemiology, Research Design; Principles of Clinical Medicine Epi Bio Mohamud (Mo) Daya Associate Professor Oregon Health & Science University 0.05 MD Toxicology, Emergency Medicine Graduate Advisor Epi Bio Michael Freeman Affiliate Assistant Professor Self 0.10 PhD; MPH; DC Epidemiology; Public Health; Chiropractic Advisor Forensic and Trauma Epidemiology Epi Bio Jeanne- Marie Guise Associate Professor Oregon Health & Science University 0.05 MD; MPH OB/GYN, Medical Informatics and Clinical Epidemiology Graduate Advisor Epi Bio Jeffrey Jensen Associate Professor Oregon Health & Science University 0.05 MD; MPH OB-GYN Graduate Advisor Epi Bio Jay Kravitz Affiliate Assistant Professor Oregon Health & Science University 0.30 MD; MPH Medicine; Public Health International/Global Health Epi. Epi Bio Lori Lambert Instructor (Contracted) Oregon Health Care Quality Corp 0.10 MA Statistics Intro to Biostatistics Epi Bio Mark Loveless Clinical Associate Professor Genentech, Inc. and OHSU 0.15 MD Medicine HIV/AIDs Epidemiology Epi Bio Cynthia D. Morris Professor, Assistant Dean Oregon Health & Science University 0.35 PhD; MPH Epidemiology Graduate Advisor Epi Bio William E. Morton Professor Emeritus Oregon Health & Science University 0.10 MD; DrPH Medicine; Epidemiology Environmental Health, Epidemiology and Ethics, Environmental & Occupational Health Epi Bio Seth O'Neal Assistant Professor Oregon Health & Science University 0.45 MD, MPH Epidemiology, Medicine Graduate Advisor OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 196

CEPH Template 4.1.2 Other Faculty who Support Degree Offerings of the Program by Specialty Area for AY2012-13 Track First Name Last Name Title/ Academic Rank Current Employer FTE Graduate Degree Discipline Teaching Area Epi Bio Nancy Press Associate Professor Oregon Health & Science University 0.05 PhD Medical Anthropology Ethics and Epidemiology Epi Bio Kenneth Rosenberg Affiliate Assistant Professor Oregon Public Health Division 0.15 MD; MPH Pediatrics; Epidemiology Graduate Advisor Epi Bio Jackilen Shannon Epi Bio Philippe Thullier Epi Bio Atif Zaman Associate Professor Assistant Professor Associate Professor Center for Research on Occupational and Environmental Toxicology, OHSU Oregon Health & Science University Oregon Health & Science University 0.40 PhD 0.30 PhD 0.05 MD Public Health Nutrition Biochemistry and Molecular Biology; Biochemistry & Biology hepatology, Hepatitis C, portal hypertension, public health and liver disease Graduate Advisor Chronic Disease Epidemiology, Graduate Thesis Advisor Introduction to Research Design, Community Health HMP Oliver Droppers Assistant Professor Oregon Office for Health Policy & Research 0.2 MPH Health Management & Policy/Public Health Health IT HMP Jason Faler Assistant Professor Providence Health & Services 0.2 MSJ/MH A Health Law/Public Health Healthcare law and regulation HMP Anna Foucek- Tresidder Assistant Professor Principal, Evaluation Specialists 0.2 MPH Health Management & Policy/Public Health Health care evaluation HMP Jo Isgrigg Assistant Professor Oregon Healthcare Workforce Institute 0.2 PhD Health Policy/Public Administration & Policy Health Policy HMP Ann O'Connell Assistant Professor Oregon Health & Science University 0.2 MSN,MS T Nursing/Healthcare Management Human resource mangement in healthcare OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 197

CEPH Template 4.1.2 Other Faculty who Support Degree Offerings of the Program by Specialty Area for AY2012-13 Track First Name Last Name Title/ Academic Rank Current Employer FTE Graduate Degree Discipline Teaching Area HP Clyde Dent Lecturer OHA/PSU 0.3 PhD Quantitative Psychology Quantitative Research Methods HP Cara Eckhardt Assistant Professor HP L. Kris Gowen Instructor HP Debra Harris Instructor HP Betty Izumi Assistant Professor HP Mark Kaplan Professor HP Jost Lottes HP Randy Miller Research Associate Senior Instructor HP William Schutzer Lecturer HP Karen Seccombe Professor HP Judith Sobel Associate Professor Portland State University Portland State University Portland State University Portland State University Portland State University Portland State University Portland State University Portland VA Medical Center Portland State University Portland State University 0.42 0.15 0.45 0.3 0.42 0.3 PhD; MPH PhD; EdM PhD; MST;MS T PhD, MPH, RD DrPH; MPH; MSQ PhD, MBA 0.04 MST Nutrition with a minor in Epidemiology; Public Health, Global Health Track with a focus in Nutrition Child & Adolescent Development; Human Development & Psychology School Health Education; Health Education; Physical Education Community, Food, Agriculture; Nutrition Behavioral Science; Behavioral Science; Social Work Urban Studies, Business Admin Exercise Physiology; Health/Fitness Epidemiology and Global Health Women's Reproductive Health ASM Health Education, Critical Issues: HPE, Data Support: HPE, Classroom Management:HPE, Alternative Assessment in HPE, Research Methods: HPE Food Systems Sustainability, Public Health Nutrition Health Behavior, Urban and Community Health Social Gerontology, Economics of Aging, Business and Aging Exercise Physiology, Quantitative Analysis, Women and Exercise, Exercise/Nutrition/Cardiovascular Disease, Exercise and Training, Health Aspects of Aging 0.3 MS Animal Science Health Aspects of Aging 0.35 0.42 PhD; MSW PhD; MPH Sociology; Social Work Mass Communication; Public Health Health and Health Systems, Families and Health, Women's Health, Poverty and Health Mass Communication and Health OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 198

CEPH Template 4.1.2 Other Faculty who Support Degree Offerings of the Program by Specialty Area for AY2012-13 Track First Name HP Kenneth Still Last Name HP Diana White HP Jennifer Young Title/ Academic Rank Adjunct Assistant Professor Senior Research Associate Adjunct Lecturer Current Employer Portland State University Portland State University Oregon Public Health Division FTE 0.15 Graduate Degree PhD; MS; MBA 0.15 PhD; MS 0.15 MPH, RD Discipline Physiological ecology; financial management Human Development & Family Studies; Sociology MPH Teaching Area Environmental Health Families and Aging Nutrition PHCHD Nancy Findholt Associate Professor OHSU School of Nursing 0.15 PhD, MN Family Nursing; Systems-Oriented Community Mental Health Environmental Health PHCHD Kathlynn Northrup- Snyder Assistant Professor OHSU School of Nursing 0.15 PhD, MSN, RN Nursing; Community Health CNS; Public Health Public Health PHCHD Catherine Salveson Associate Professor OHSU School of Nursing 0.15 PhD; MSN, MSHE Nursing; Family Nursing Policy OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 199

4.1.c Description of the manner in which the faculty complement integrates perspectives from the field of practice, including information on appointment tracks for practitioners, if used by the program. Faculty with significant practice experience outside of that which is typically associated with an academic career should also be identified. The OMPH Program integrates practice perspectives in a number of ways. Oregon MPH Program faculty regularly incorporate practice partnerships and focus in their research and service pursuits [Criteria 3.1 and 3.2, respectively]. In addition, the service-learning perspective of the Oregon MPH Program and coursework places students in the field under supervision of practitioners for at least the duration of the field placement and often also in other required (HP, HMP, PHCHD) and elective courses [Criteria 2.4-2.6]. Additionally, the Oregon MPH Program is advised by the EAC [Criterion 1.5], comprised of practitioners representing geographic regions, specific populations, and a variety of practice settings in Oregon and Southwest Washington. The EAC provides direct feedback regarding integration of the program with public health practice, particularly with respect to anticipating and responding to changes in the field, and preparation of professionals to respond to current and emerging threats. Practitioners regularly participate in instruction in a number of capacities. These include as formal preceptors in the program s field placements, as guest lecturers invited by faculty to share specific expertise, as topical speakers in the program s Public Health Seminar Series, and through formal secondary appointments. Current types and titles of secondary appointments for instructional and advisory faculty vary by partner campus, and are presented in Table 4.1.c.i. Table 4.1.c.i. Types of Secondary Faculty Appointment within the Oregon MPH Program Appointment Title Adjunct Instructor Lecturer Joint Appointment Courtesy/Affiliate Definition Community or other practitioners who teach classes (PSU); Paid teaching or research faculty at.5 FTE or less (OHSU); Campus faculty with primary appointments in other departments (OSU) Community or other practitioners who teach classes (OSU) Community or other practitioners who teach classes at <.5 FTE (PSU) Campus faculty with primary appointments in other departments (OHSU); Faculty with shared appointments across two departments (PSU) Campus faculty with primary appointments in other departments (PSU); Community or other practitioners who teach classes, advise, or serve on theses without compensation (OHSU); Campus faculty with primary appointments in other departments who serve as advisors or on thesis committees (OSU) Portland State University recently approved adding the titles of Clinical Professor and Professor of Practice to the ranks. Per Oregon University System policy, university faculty will operationalize those titles, at which time they will become available for use in the Oregon MPH Program. In addition to the means already described of integrating public health practice perspectives into the program, some Oregon MPH Program core and other faculty bring with them professional practice experience outside academia [Templates 4.1.1 and 4.1.2]. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 200

4.1.d Identification of measurable objectives by which the program assesses the qualifications of its faculty complement, along with data regarding the performance of the program against those measures for each of the last three years. Ultimate responsibility and accountability for assuring qualification of the Oregon MPH Program faculty complement rests with each of the three partner universities. The rigorous hiring standards at each of the universities is a major factor in the success, stability, and growth of the program. Measurable objectives by which the program may gauge its success in maintaining a qualified faculty are presented in Table 4.1.d.i. Table 4.1.d.i. Oregon MPH Program Measurable Objectives Related To Faculty Qualifications* Objective [55] 90% of core faculty will be doctorally-prepared. [56] 90% of core faculty will hold graduate degrees (MPH, DrPH, or other academic/professional) in one of the core disciplines of public health. [57] 25% of core faculty will have held positions in public health practice outside of academia. Data Source(s) Earned academic credentials of core faculty Earned public health credentials of core faculty, including MPH, DrPH, and academic graduate credentials in affiliated field Professional practice history of core faculty Outcome 09-10 10-11 11-12 97% 97% 94% 90% 93% 95% 26% 26% 26% *Data from AY2012-13 will be available to reviewers during the OMPH Program site visit, October 24-25, 2013. 4.1.e Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: The faculty of the Oregon MPH Program have depth and breadth in public health research, teaching, and service. The universities have well-established policies and procedures to recruit, hire, promote, and retain qualified faculty members. Adjunct or part-time faculty members contribute to the program through integration of their practice perspectives and specific experience with population-health issues and/or groups. Weaknesses: By definition, adjunct faculty are retained on a quarter-by-quarter or annual basis, which can present challenges in assuring continuity in instructors across course titles. The same public health practice positions held by many of the program adjunct instructors that make them tremendous assets in the classroom also make holding formal office hours for students a challenge. This creates reliance upon email as a primary mode of communication between instructor and students. Plans: As OHSU and PSU move closer to a formal joint degree conferred by both institutions, core and secondary faculty can be more easily shared across tracks. By adding competency matrices into course syllabi [Criterion 2.6], adjuncts and other non-regular instructors of courses as well as students will have immediate access to the agreed-upon content and orientation for that title. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 201

4.2 FACULTY POLICIES AND PROCEDURES The program shall have well-defined policies and procedures to recruit, appoint and promote qualified faculty, to evaluate competence and performance of faculty, and to support the professional development and advancement of faculty. 4.2.a A faculty handbook or other written document that outlines faculty rules and regulations. Faculty rules and regulations relative to recruitment, appointment, and promotion of faculty are institutionally dependent, and are included in the respective university and academic unit governance manuals of the Oregon MPH Program partner campuses. In all cases, policies governing faculty are based on a combination of federal law, Oregon Revised Statutes (ORS), Oregon Administrative Rule (OAR), Oregon University System (OUS) regulations and internal management directives, collective bargaining agreements (PSU), and the bylaws of the three participating universities, their respective faculty senates, and the tracks host academic units. Guidelines governing OMPH Program faculty include: OUS: http://www.ous.edu/dept/hr/pp OHSU PSU OSU OHSU Academic Freedom policy: Exhibit 4.2.a School of Medicine, Promotion and Tenure policies and procedures: Exhibit 4.2.a.i School of Nursing Promotion and Tenure policies and procedures: Exhibit 4.2.a.ii PSU Promotion and Tenure information: http://www.pdx.edu/oaa/promotion-and-tenure-information PSU Faculty Resources: http://www.pdx.edu/hr/faculty-resources Collective bargaining contract: http://www.pdx.edu/oaa/sites/www.pdx.edu.oaa/files/aaup%20cba%202011-13%20final.pdf School of Community Health Promotion and Tenure policies and procedures: Exhibit 4.2.a.iii Hatfield School of Government (Public Administration) Promotion and Tenure policies and procedures: Exhibit 4.2.a.iv All references to Oregon State University s faculty policies, procedures, and resources are presented in Exhibit 4.2.a.OSU. 4.2.b Description of provisions for faculty development, including identification of supports for faculty categories other than regular full-time appointments. Faculty development opportunities and resources are determined for Oregon MPH Program faculty by their respective partner universities. Each of the partner universities has faculty development funds for which faculty may apply on a yearly basis. Each university also provides OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 202

a wide range of resources and support for faculty including research support and consultation, information technology support and troubleshooting, and library assistance. Leadership opportunities exist for faculty on each campus, with avenues for participation at all levels of university governance. Such university-level opportunities include committees, presidential task forces, and future planning forums. The OMPH Program notifies faculty, via the program s listservs and website, of professional events, conferences, and opportunities for practice engagement. Faculty are encouraged to join public health and specialty professional organizations and associations, and to participate in related conferences and events. Faculty development provisions for OSU are presented in Exhibit 4.2.b.OSU. The two Portlandbased partner universities offer similar resources with regard to faculty development. These include: Oregon Health & Science University Policies and procedures relating to employment and faculty development at OHSU are described in the respective schools faculty policy guidelines [Exhibits 4.2.a]. With respect to the latter, faculty are encouraged to attend professional meetings and may apply for a sabbatical leave every seven years. The individual schools and departments sponsor seminars and short courses on topics such as methods of effective teaching, facilitating small group discussions, distance teaching, and competency-based education. The Human Investigations Program (HIP) at OHSU is specifically dedicated to the development of junior faculty and fellows into clinical and translational researchers. The HIP program sponsors professional development seminars twice a month, which are open to all Oregon MPH Program students and faculty. These seminars cover topics such as grant writing, budget management, time planning, career awards, promotion and tenure, managing study personnel, grant management software, and research opportunities within and beyond OHSU. The university also sponsors presentations for junior and new faculty regarding how to advance in the academic ranks. In addition, the university maintains a staff that is devoted to assisting junior faculty in drafting and assembling research proposals. The Department of Public Health and Preventive Medicine (PHPM) sponsors seminars on promotion and tenure, how to succeed in the university environment, and budget planning for projects. In addition, PHPM annually allocates funds for each faculty member to use for development, and organizes the assignment of senior faculty as mentors to junior faculty. In PHPM, no distinction is made between full-time and part-time faculty in terms of opportunities for professional development. The School of Nursing (SoN) faculty affairs committee has developed a new faculty mentor program, primarily created for faculty in the undergraduate program but also which graduate program faculty can use. The Dean of Research in the SoN also is available to new faculty for counsel on the development of a research program. An emeritus faculty member was hired in AY2012-13 to provide tutoring for junior faculty on manuscript development and submission. In the SoN, the Office of Research Development provides both pre- and post-award support to faculty submitting grants. The SoN also budgets faculty development funds for conference attendance. Faculty must apply for these funds, and the amount awarded is greater when faculty are making presentations. The SoN offers support in competency-based instruction for distance learning modalities through the Office of Teaching and Learning Services. In the SoN, no distinction is made between full-time and part-time faculty in terms of opportunities for professional development. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 203

Faculty guidelines for OHSU are presented in Exhibit 4.2.a; guidelines for School of Medicine and School of Nursing are presented in Exhibits 4.2.a.i-4.2.a.ii. Portland State University Faculty development policies and procedures are summarized in the PSU Faculty Handbook (http://www.pdx.edu/cae/teaching-learning-assessment). Full-time faculty are eligible for sabbatical leave every seven years. Faculty are encouraged to attend professional meetings related to their specialties and interests. PSU s Center for Academic Excellence operates with a mission to support innovative teaching approaches and methodologies, including assistance with assessment of student learning. Workshops, seminars, classes, designation of "excellent" teachers as resources, and networks are available to encourage faculty excellence in teaching. The center has hosted several weeklong Technology Institutes, and sponsors a series of professional development opportunities for faculty throughout the year. The center devotes specific attention to supporting community-based learning and community-university partnerships. A fund is available for which faculty compete to support new curriculum or to contribute to faculty development. Faculty are encouraged to apply for these awards during the annual funding cycle. Travel funds also are available on a limited basis. No distinction is made at PSU between full-time and part-time faculty in terms of opportunities for faculty development. Additional online resources for faculty development at PSU include: Research and Strategic Partnerships: http://www.pdx.edu/research/ Funding Opportunities and Awards: http://www.pdx.edu/cae/funding-opportunitiesawards Faculty Engagement: http://www.pdx.edu/cae/engagement Professional Development and Support: http://www.pdx.edu/oaa/professionaldevelopment-and-support Additional Faculty Development Funding Opportunities: http://www.pdx.edu/oaa/facultydevelopment-funding-opportunities#a 4.2.c Description of formal procedures for evaluating faculty competence and performance. Each institution evaluates faculty performance using a combination of mechanisms. These include information gleaned from student course evaluations [Criterion 4.2.d]. Faculty performance assessment procedures at OSU are presented in Exhibit 4.2.OSU. Each of the two Portland-based partner universities mechanisms for evaluating faculty performance, in addition to the use of course evaluations, are described in turn: Oregon Health & Science University School of Medicine General criteria for promotion and tenure are at the university level. These criteria are reviewed annually. Each school has its own Promotion and Tenure Committee that interprets and applies these criteria to its faculty using specific guidelines for the school. For the academic rank series, contributions by the candidate in each of three areas are considered: teaching, research, and service. The process of undertaking review for promotion starts with annual reviews by the OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 204

faculty member s supervisor or department Chair. The faculty member initiates the process by submitting to the departmental Promotion and Tenure (P&T) Committee a promotion and tenure packet. If the departmental P&T Committee considers the candidate to meet the requirements for promotion or appointment to an academic level, the committee forwards the candidate s packet to the department Chair with a recommendation. The department Chair reviews the packet and recommendation and, if concurring with the committee, forwards the packet with the Chair s letter of recommendation to the school P&T Committee. Upon review of materials, the P&T Committee forwards a recommendation to the Dean of the school, who ultimately makes the promotion or appointment. School of Nursing The School of Nursing s Promotion and Tenure Guidelines were completely revised by the School of Nursing Promotion and Tenure Committee during AY2009-10, and were adopted by the faculty in Spring 2010. These guidelines were revised to add a clinical and research track to the academic track in order to be consistent with the tracks in the School of Medicine and the balance of the university. Prior to this addition, only academic appointments were possible and this prevented promotion of faculty who focus on the single missions of teaching or research. The Academic Program/Administrative Director, in cooperation with the faculty member under consideration, normally initiates the candidate's review for promotion and tenure. The review process involves the chairpersons of the departmental Promotion and Tenure Committee, three external reviewers, and the Dean of the School of Nursing. This review ensures that there are common standards for all faculty. In order to properly capture each faculty member s contributions to the school, the clinical, research, and academic tracks each have their own criteria for promotion. Academic track faculty must meet excellence criteria in two missions, one of which must be teaching and the second to be selected by the faculty member in either practice or research. Tenured faculty, faculty on annual tenure, and faculty on a fixed-term appointment are evaluated each year by their respective Academic Program/Administrative Director, with a letter of review. Campus and Departmental Guidelines: SoM Promotion and Tenure Policies, Procedures and General Guidelines: See Exhibit 4.2.a.i SoN Promotion and Tenure Policies, Procedures and General Guidelines: See Exhibit 4.2.a.ii Portland State University PSU s promotion and tenure practices are governed by the institution s Policies and Procedures for the Evaluation of Faculty Members for Tenure, Promotion and Merit Increases, adopted in 1996 and amended in 2009 (link provided, below). Further, each academic unit establishes its own procedures within the framework of the college in which it is housed. Recommendations for pay, promotion, and tenure are: 1) initiated through a departmental committee, 2) reviewed by the departmental/divisional Chair, 3) reviewed by a college-wide committee appointed by the college Dean, 4) reviewed by the Dean, and 5) forwarded, via the Office of Academic Affairs, to the university President for final approval. All faculty members are required to provide a CV, tenure narrative, and supporting materials. For promotion and tenure determinations, these materials are then forwarded to at least four reviewers outside the university. Student participation in the consideration of promotion and tenure is mandatory, through a formal seat on the department s PPT committee [Exhibit 4.2.c.i]. The department assesses each candidate OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 205

based on contributions to knowledge and scholarship, effectiveness in teaching, research and community outreach, and governance and professional service. Campus and Departmental Guidelines: Promotion and Tenure Information: http://www.pdx.edu/oaa/promotion-and-tenureinformation Promotion and Tenure Guidelines: http://www.pdx.edu/oaa/promotion-tenure-guidelines School of Community Health Promotion and Tenure Policies and Procedures: Exhibit 4.2.a.iii Hatfield School of Government Promotion and Tenure Policies and Procedures: Exhibit 4.2.a.iv 4.2.d Description of the processes used for student course evaluation and evaluation of instructional effectiveness. Every Oregon MPH Program course concludes with two forms of anonymous student evaluation. The first evaluation instrument assesses teaching effectiveness and is unique to, but analogous across, each campus/academic unit. These evaluations are regularly used in assessing faculty performance at all partner campuses. The second assessment used by the program is the Oregon MPH Program Core and Required Course Competency Evaluation [Criterion 2.6], which was instituted in 2005 and is further discussed, below. Content of each of the campus/unit student evaluations is comparable. Each assesses student perceptions in three areas: the instructor, course content and structure, and overall satisfaction with the course. Questions related to the instructor include whether s/he was organized, wellinformed about the topic, encouraged questions and feedback, and available to students outside of class time. Examples of information gathered about the course include whether the course was presented in a logical manner, whether course objectives were clearly stated, whether grading criteria were clear, and whether evaluation tools assessed course content. The Oregon MPH Program Core and Required Course Competency Evaluations ask students to assess the degree to which each core or required course prepared them to demonstrate the course s stated competencies. These evaluations are administered at the conclusion of each course offering, and are returned to the OMPH Program Office for compilation and analysis. These evaluations are used in aggregate by Oregon MPH Program leadership to assess content and consistency across all offerings of single course titles. Specific problems with particular courses, identified through these competency evaluations, are discussed by the Program Director and the Department Chair in the instructor s direct line of authority. Tallies of Core and Required Course Competency Evaluations by course title and year across all three partner universities are presented in Exhibits 2.7.a.i-ii. In addition to course evaluations, quality of curricula and satisfaction with competency development during coursework is assessed through the Annual Student Survey and the biennial Alumni Survey. These retrospective surveys invite feedback on the perceived value and effectiveness of curricula given students or alumni s subsequent opportunities to apply learned skills in other coursework and/or in the workplace. Alumni and Student Surveys are presented in Exhibits 1.2.a.ii-iii. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 206

4.2.e Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: The partner campuses of the Oregon MPH Program each provide rich opportunities for faculty development in both full- and part-time faculty appointments. Though there are some procedural differences amongst the partner universities, each provides faculty with wellestablished guidelines and policies that are in alignment with the mission and values of the Oregon MPH Program. The campuses and program have provided multiple means by which students may evaluate course content and teaching effectiveness. The program has established specific processes for assessing results of such evaluations, and for following-up on issues or concerns raised. Weaknesses: Because campus teaching evaluations are, by Oregon Administrative Rule, part of faculty personnel files, the results of those evaluations may not be shared across university lines. As such, currently it is through the department Chairs and the Program Director that concerns about specific instructors must be addressed. The course competency evaluations, focused on course skill development rather than instructor performance, fall outside this limitation and may be viewed by program leadership across campus boundaries. Plans: Continue to pursue shared faculty evaluations across campus lines, as proposed through the drafted joint degree MOU. This would permit leadership to more directly have oversight of courses program-wide and would augment existing program-based course competency evaluations. Continue to bring together the range of student and alumni evaluation findings at the program level for ongoing quality assurance across multiple offerings of single course titles. These include course evaluations, survey findings, and other feedback. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 207

4.3 STUDENT RECRUITMENT AND ADMISSIONS The program shall have student recruitment and admissions policies and procedures designed to locate and select qualified individuals capable of taking advantage of the program s various learning activities, which will enable each of them to develop competence for a career in public health. 4.3.a Description of the program s recruitment policies and procedures. If these differ by degree (e.g., bachelors vs. graduate degrees), a description should be provided for each. The program is committed to recruiting highly qualified and diverse students who have the potential to succeed as public health professionals. Students are recruited to the MPH degree in a combined effort between the Oregon MPH Program and the partner campuses. The OMPH Program website (www.oregonmph.org) and the Program Office provide the central point of contact for prospective student inquiries and serve as conduits to the specific admissions processes of each track. The Oregon MPH Program website links to all individual track websites in a centralized interface (http://www.oregonmph.org/content/tracks). Print materials have been maintained for recruitment at professional meetings and conferences, although are increasingly minimized and primarily used to direct prospective students to the more extensive electronic resources. Information about the MPH degree also is available through each of the partner universities graduate catalogs and websites. Students are recruited at public health conferences, such as the Oregon Public Health Association and American Public Health Association, as well as at events such as the Idealist Graduate School Fair [Exhibit 4.3.a.i]. All tracks support student recruitment either through informal campus visits or more formal prospective student information sessions. For example, the Health Promotion track holds two prospective student information sessions each year to respond to the large number of inquiries to that track. Oregon MPH Program faculty, staff, and alumni also participate in various community conferences and events open to prospective students. In recent years, these have included events through the Diversity Leaders Network, the African American Health Coalition, Public Health Week, and career fairs for Portland Community Colleges and at the University of Washington. The Oregon MPH Program has implemented strategies to improve recruitment and retention of a diverse student body. For example, in efforts to attract more American Indian and Alaskan Native students to the field of public health, a program advertisement was placed in the Tribal College Journal of American Indian Education in Fall 2012 [Exhibit 4.3.a.ii]. To assure a sustainable model, recruitment at the track level is balanced against the number of active and graduating students each year. 4.3.b Statement of admissions policies and procedures. If these differ by degree (e.g., bachelors vs. graduate degrees), a description should be provided for each. Students applying to the Oregon MPH Program apply to the track and the respective partner university that hosts that track. As such, specific admissions procedures currently are managed at the institutional level, using criteria established by the program. As the program moves to a OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 208

two-campus joint degree, systems for receiving applications and monitoring admissions will be more centralized. Admissions packets will be received at the Program Office via the Schools of Public Health Application System (SOPHAS), prior to being distributed to the tracks for unit-level evaluation. Students will apply to the joint degree and be recognized with complete privileges at each campus, yet officially be admitted through a track at one of the universities. Applicants and students will be aware that the diploma is jointly sponsored, and will bear both institutional seals. Oregon MPH Program tracks share a uniform set of admissions recommendations that balance both program values and the specific requirements of the host institutions and departments. Program criteria may be more, but not less, stringent than those of the partner institutions. Further, criteria differ by track only when such differences either are predictive of greater student success (i.e., higher quantitative GRE score for Epi/Bio) or unavoidable (i.e., state Board of Nursing TOEFL requirements for programs within a School of Nursing). It is important to note that program admissions criteria are recommended thresholds, as applicants are reviewed as a complete package, rather than as a roster of specific indicators. Oregon MPH Program admissions criteria were reviewed and confirmed in AY2011-12 and further adjusted in AY2012-13. These are: Graduation from an accredited U.S. four-year college or university with a GPA of 3.0 or better Completion of the Graduate Record Examination (GRE) within the past five years with recommended scores of: Analytic 4.5 Verbal 500 in old scoring metric or 153 in new metric Quantitative 500 (old metric) or 144 (new metric), with exception of Epi/Bio at 600 (old metric) or 148 (new metric); the OMPH Program also will accept the MCAT in lieu of the GRE, with a recommended score of 30 The HMP track, because of its tendency to attract students with management backgrounds, is the only one of the tracks that will accept the GMAT in lieu of the GRE (recommended score of 600). Applicants having earned another graduate degree from an accredited U.S. institution may waive the GRE requirement Internet TOEFL score of 80 for non-native English-speaking foreign students for all tracks except PHCHD (score of 83, per state Board of Nursing requirements) Completion of an at least one college-level statistics course prior to matriculation (except HMP students, who must finish a statistics course before taking Epidemiology Survey or Intro to Biostatistics) Three letters of recommendation from academic and professional contacts Official transcripts from each institution of higher education attended Submission of a statement of purpose articulating the student s reason for seeking an MPH degree, his/her plans to contribute to the field, and professional trajectory Other information used to assess an applicant's potential includes relevant professional or volunteer experience, specific public health area of interest, and undergraduate coursework in public health or related fields. An Admissions Committee in each track evaluates applicants on the strength of their application and overall fit of interests and career trajectory with the track s OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 209

orientation and faculty expertise. All tracks may exercise the option to grant conditional admission if an applicant shows strong potential, but does not satisfactorily meet one or more of the admissions criteria. Terms for such admission are dependent upon the policies of the host institution. Links to Oregon MPH Program admissions pages are provided below: http://www.oregonmph.org/content/admissions http://www.sophas.org/directory/memberprofile.cfm?memberid=353 http://www.ohsu.edu/xd/education/schools/school-ofnursing/admissions/masters_public_health_prereqs.cfm http://www.ohsu.edu/xd/education/schools/school-ofmedicine/departments/clinical-departments/public-health/educationprograms/mph/how-to-apply.cfm http://www.pdx.edu/sch/sites/www.pdx.edu.sch/files/mph%20application%20201 2.DOC http://www.pdx.edu/hatfieldschool/application-deadlines http://health.oregonstate.edu/degrees/graduate/public-health/apply 4.3.c Examples of recruitment materials and other publications and advertising that describe, at a minimum, academic calendars, grading and the academic offerings of the program. If a program does not have a printed bulletin/catalog, it must provide a printed web page that indicates the degree requirements as the official representation of the program. In addition, references to website addresses may be included. The Oregon MPH Program relies upon the program s website to provide the most comprehensive and timely information about admissions, policies, and curricula. In particular, this website includes information about the program mission, values, ethics, and goals; collaborative structure; accreditation status; comprehensive track information; admissions requirements and information; track learning competencies and curricular requirements; links to the Oregon MPH Program Student Handbooks; programmatic and track contact information; faculty research interests and contacts; course schedules; registration information; job, field experience, and volunteer opportunities; a calendar of public health events; useful links; and program news. The OMPH Program website also provides direct links to each of the partner sites. These departmental and university web pages incorporate complete information about the tracks host units, as well as university requirements, academic calendars, financial aid, campus administrative offices, transcripting, and other institution-specific resources and events. Specific URLs for the program and partner websites are provided below: Oregon MPH Program: www.oregonmph.org Portland State University School of Community Health: www.pdx.edu/sch/ Portland State University Division of Public Administration: www.pdx.edu/hatfieldschool/master-public-health-health-management-and-policy OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 210

Oregon Health & Science University Department of Public Health and Preventive Medicine: http://www.ohsu.edu/xd/education/schools/school-ofmedicine/departments/clinical-departments/public-health Oregon Health & Science University Graduate School of Nursing: http://www.ohsu.edu/xd/education/schools/school-of-nursing/programs/masters/publichealth/index.cfm Oregon State University College of Public Health and Human Sciences: http://health.oregonstate.edu/about The Oregon MPH Program historically has produced brochures that provide a brief introduction to the program and which direct prospective students to the program s website. More recent examples are presented in Exhibit 4.3.c.i. University catalogs (PSU, OSU) and analogous materials (OHSU) for the partner campuses are available online [Criterion 2.1]. These publications provide information regarding university policies, curricula, course descriptions, university contacts, and academic calendars. These resources also provide brief descriptions of the Oregon MPH Program tracks hosted at that institution. 4.3.d. Quantitative information on the number of applicants, acceptances and enrollment, by concentration*, for each degree, for each of the last three years. Data must be presented in table format. See CEPH Data Template 4.3.1. Table 4.3.d.i. (CEPH Template 4.3.1) Admissions Process Data: Information on Applicants, Acceptances, and Enrollments by Track, AY2009-10 through AY2011-12** Track HMP HP Epi/Bio PHCHD Academic Year Status 2009-10 2010-11 2011-12 Applied 48 47 37 Accepted 47 (98%) 38 (81%) 34 (92%) Enrolled 31 (66%) 29 (76%) 23 (68%) Applied 87 105 99 Accepted 52 (60%) 65 (62%) 63 (64%) Enrolled 30 (58%) 30 (46%) 26 (41%) Applied 69 63 42 Accepted 46 (67%) 42 (67%) 29 (69%) Enrolled 27 (59%) 19 (45%) 16 (55%) Applied 26 20 2 Accepted 22 (85%) 18 (90%) 2 (100%) Enrolled 13 (59%) 13 (72%) 2 (100%) Applied N/A 3 7 BIO Accepted N/A 3 (100%) 5 (71%) Enrolled N/A 2 (67%) 2 (40%) OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 211

EOHS EPI IH HMP HPHB Track Academic Year Status 2009-10 2010-11 2011-12 Applied 11 15 8 Accepted 10 (91%) 13 (87%) 7 (88%) Enrolled 7 (70%) 6 (46%) 3 (43%) Applied N/A 14 12 Accepted N/A 10 (71%) 9 (75%) Enrolled N/A 10 (100%) 4 (44%) Applied 39 35 46 Accepted 36 (92%) 31 (89%) 40 (87%) Enrolled 16 (44%) 17 (55%) 20 (48%) Applied 12 21 17 Accepted 11 (92%) 15 (71%) 13 (76%) Enrolled 8 (73%) 10 (67%) 5 (38%) Applied 29 31 38 Accepted 23 (79%) 23 (74%) 27 (71%) Enrolled 7 (30%) 13 (57%) 13 (48%) Applied 321 354 308 Total Accepted 247 (77%) 258 (73%) 236 (77%) Enrolled 139 (56) 149 (58%) 113 (48%) OSU track data are shaded to denote their separation from the program in the next accreditation interval. *Dual degree applicants must be admitted to each degree separately. They are evaluated in the same manner as other MPH applicants in that specialty, and therefore applicant information for dual degree students is not distinguished in this table. **Data from AY2012-13 will be updated for reviewers during the OMPH Program site visit, October 24-25, 2013. 4.3.e Quantitative information on the number of students enrolled in each specialty area of each degree identified in the instructional matrix, including headcounts of fulland part-time students and an FTE conversion, for each of the last three years. Non-degree students, such as those enrolled in continuing education or certificate programs, should not be included. Explain any important trends or patterns, including a persistent absence of students in any degree or specialization. Data must be presented in table format. See CEPH Data Template 4.3.2. Table 4.3.e.i. (CEPH Template 4.3.2) Student Enrollment Data* Degree & Specialization Academic Year 2009-2010 2010-2011 2011-2012 HC FTE HC FTE HC FTE EPI/BIO 93 55.11 94 53.93 94 42.11 HMP 71 54.45 77 56.78 67 44.22 HP 85 59.63 75 57.37 79 56.44 PHCHD 37 24.52 38 24.44 27 10.96 Portland-area Subtotal 286 193.71 284 192.52 267 153.73 OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 212

Degree & Specialization Academic Year 2009-2010 2010-2011 2011-2012 BIO N/A N/A 5 4.59 6 5.7 EOHS 13 11.89 15 10.52 11 8.5 EPI N/A N/A 7 6.67 12 11.5 HMP 12 9.56 20 16.78 18 14.6 HPHB 15 14.3 23 18.85 28 24 IH 36 30.89 32 27.11 38 33.2 Sub OSU 76 66.64 102 84.52 113 97.5 ALL TRACKS Totals 362 260.35 386 277.04 380 251.23 OSU track data are shaded to denote their separation from the program in the next accreditation interval. *Data from AY2012-13 will be available to reviewers during the OMPH Program site visit, October 24-25, 2013. Enrollment amongst the four Portland-area tracks peaked in 2009-10, with a total headcount of 286. Enrollment declined in the three subsequent years to 267 students, explained in part by the temporary freezing of admissions in the PHCHD track during the SoN s reorganization as well as the upturn in the economy, the latter attracting some prospective students back into the workplace. On a track-by-track basis, Epi/Bio has remained consistent in student headcount across the three reporting years, while PHCHD experienced a decline as described above but now exceeds previous levels. Health Promotion student headcount has dropped slightly from 85 to 75, although annual new enrollments have increased slightly suggesting that students who had been in-process now are finishing their degrees [Template 4.3.1]. The HMP track has dropped in student enrollment during the three reporting years, from 77 to 67 headcount. Student headcount within all six OSU tracks has increased steadily since AY2009-10, with the exception of a small drop in students in the International Health track in AY2010-11. 4.3.f Identification of measurable objectives by which the program may evaluate its success in enrolling a qualified student body, along with data regarding the performance of the program against those measures for each of the last three years. Student admissions profiles relative to admissions criteria, as well as performance in program requirements, are indicators of the goodness-of-fit between the program and the students admitted to it. Indicators presented in Table 4.3.f.i. are included in the program s MGO structure. What the quantitative admissions objectives fail to reveal are the qualitative indicators of applicant readiness to succeed, which in sum suggest a strong prospective student. Such indicators include applicants training, professional, and volunteer experiences; letters of recommendation; and applicants visions for the field of public health as captured in their statements of purpose. As described in Criterion 4.3, Oregon MPH Program students are admitted as a package, with no one variable the defining feature. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 213

Table 4.3.f.i. Oregon MPH Program Qualified Student Body Measures and Outcomes* Objective [58] 90% of admitted students will meet the GRE minimum requirement. [59] 90% of admitted students will have an undergraduate cumulative GPA of 3.0 or better. [3] Each year, aggregate student GPA in five core courses will exceed 3.0. Data Source(s) GRE scores of admitted students GPA scores of admitted students Aggregate GPA for all students in five core courses Outcome 09-10 10-11 11-12 78% 81% 81% 90% 90% 91% Core Course 09-10 10-11 11-12 Epidemiology 3.65 3.61 3.50 Biostatistics 3.54 3.64 3.57 Health Behavior 3.97 3.97 3.81 Health Systems Organization 3.54 3.77 3.79 Environmental Health 3.88 3.80 3.66 [16] Annually graduate 100 Awarded degrees 104 114 142 MPH-prepared professionals. *Data from AY2012-13 will be available to reviewers during the OMPH Program site visit, October 24-25, 2013. Aggregate program data for these four measures reveal that objectives related to admissions GPA, core course GPA, and overall graduation numbers were met across all years. The objective related to GRE scores, however, was not met across all years although proportions increased slightly in the last two. At a case level, all but one of the students who had been admitted with lower than recommended GRE scores have graduated or are still in process; one student withdrew. These individual track records of success provide support to faculty admissions committees judgment that these students brought other strengths that rounded-out their portfolios and made them strong candidates for careers in public health. 4.3.g Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: The Oregon MPH Program maintains uniform, agreed-upon, and evaluated admissions criteria. Where the few differences in criteria exist across tracks, they are justified and explainable. The program promotes itself through multiple channels, attracts a qualified pool of applicants, and matriculates a qualified and successful student population. Weaknesses: Maintaining uniform admissions criteria across multiple disciplines, institutions, and academic units requires frequent revisiting by program leadership to assure that institutional and/or disciplinary shifts or trends do not move the program out of alignment. Plans: As the program moves to a two-campus joint degree, systems for receiving applications and monitoring admissions will be centralized. Following the newly established joint program MOU, marketing practices, promotional materials and websites will need to be adjusted to reflect the terms and benefits of the new joint campus arrangement. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 214

4.4 ADVISING AND CAREER COUNSELING There shall be available a clearly explained and accessible academic advising system for students, as well as readily available career and placement advice. 4.4.a Description of the program s advising services for students in all degrees and concentrations, including sample materials such as student handbooks. Include an explanation of how faculty are selected for and oriented to their advising responsibilities. Each Oregon MPH Program student has access to faculty advisors, as described below. The goal of all program advising is to ensure that students receive guidance that helps them navigate not only the program but also internship and career options. At the track level, every effort is made to balance these goals when advisors are assigned: even the best advisor, if overloaded, cannot be very accessible. As possible, student background or stated career and research interests are considered in matching students with advisors. Students assigned individual advisors are expected to initiate contact and to meet with their advisors at least once per quarter throughout their program of study; those advised in group format are expected to attend scheduled sessions. Advising is managed through each individual track, and guided by the Oregon MPH Program Student Handbook and Faculty Advising Addendum. Advisor assignments and processes for OSU tracks are presented in Exhibit 4.4.a.i.OSU. For the four Portland-area tracks, advisor assignments and processes are presented below. Epidemiology/Biostatistics The Epi/Bio track provides advising in group settings and, as required, in individual meetings with the Program Director and/or Education Program Manager. The group advising model was developed in the summer of 2009, with input from the track s education leadership, second year students, and their elected student representatives. Field placements are advised by the Director of Education and Education Program Manager. Health Management and Policy Each student is assigned an individual advisor, and assignments are made primarily based on advisor load. Where possible, students are matched with faculty interests. Students may switch advisors, with approval of both faculty. For this track, only select core faculty members serve as advisors, to ensure that all advisors have extensive knowledge of the program and a wide network of management professions to draw upon in their advising duties. Field experiences are advised by the faculty organizational experience lead and Track Director. Health Promotion Each student is assigned an individual advisor, and assignments are made based on students expressed interests, prior academic preparation, and faculty advisors current loads. When possible, students are matched with a faculty member sharing similar academic interests. Students may request change to a different advisor if interests better align and if both parties agree. Field placements are advised by a designated Field Experience Coordinator. Primary Health Care and Health Disparities Each student is assigned an individual advisor and assignments are made based on faculty advisor accessibility and knowledge of the program and the Degree Works course of study OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 215

tracking system. Beginning in 2010, only core PHCHD faculty can be assigned as advisors. Field placements are advised by a designated Field Experience Coordinator. Prior to each academic year, all incoming Oregon MPH Program students are invited to attend New Student Orientation. During the first half of the meeting, students are provided an overview of the program and its operations and have opportunities to meet alumni, faculty from throughout the program, other new students, and returning Oregon MPH Student Representatives. During the second half of the day, students meet in their respective tracks to gather specific curricular information relative to their specialized courses of study. Evaluations are collected following the orientation and in the Annual Student Surveys [Exhibit 4.4.a.ii]. Feedback from these evaluations is discussed by faculty leadership, and a number of innovations have been implemented in direct response to this input. Examples of such studentdriven changes to the orientation include: Adding a session in which recent alumni share their best practices for success in the Oregon MPH Program and finding employment after; Adding faculty and second-year student panels providing tips for navigating the program; Introducing a student checklist for the first two quarters of graduate study; Adding recommendations for most effective work with a faculty advisor; Increasing opportunities for informal mingling and meeting; and Putting all documents and handbooks on a thumb drive to reduce paper consumption and to enable electronic searching. Oregon MPH Program students receive their handbooks prior to or at the orientation. Handbooks also are posted to the track pages of the program website. Student handbooks are updated annually and include both OMPH Program and track-specific information. Programlevel information includes descriptions of the program s structure, governance, policies and program statements, contact information, frequently asked questions, program-level competencies, and student resources. Track information includes competencies, curriculum, campus and unit resources, field experience information, and descriptions of culminating experiences. Because advising is track-specific, training of advisors is carried out at the track level. Processes include: Epidemiology/Biostatistics In the Fall term, the Epi/Bio track invites the program faculty most involved with teaching and mentoring of students to a one-hour meeting on track requirements, review of the Oregon MPH Program Student Handbook, and discussion of administrative protocols including changes for the upcoming academic year. All advising faculty receive both the student and faculty handbooks. Health Management and Policy Only core faculty are eligible to be advisors. They are oriented to advising by their more experienced colleagues, using an informal process. All faculty receive the student and faculty handbooks. Health Promotion Every tenure- or tenure-track faculty member is eligible to be an advisor; non-tenure track faculty advise only in the event of shortages (e.g. sick leaves or sabbaticals). All faculty receive the student and faculty handbooks, and faculty meetings are used to address advising concerns. The Track Coordinator meets with all incoming faculty and provides a New Faculty Orientation in their first term. This OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 216

orientation includes general program context and specific policies, procedures, and resources. All faculty are expected to attend the New Student Orientation during which all aspects of the program and student handbook are systematically discussed. Primary Health Care and Health Disparities Faculty receive copies of the faculty and student handbooks and are trained as advisors through a peer-to-peer advisor orientation. In this model, faculty seek support from a more experienced advisor, who in turn guides the new advisor behind-the-scenes via email or by phone as s/he learns the Degree Works tracking system, program requirements, and resources. Resources for faculty advisors include the Oregon MPH Program Student Handbooks and Faculty Advising Addendum [Exhibit 2.1.b.i and Exhibit 4.4.a.iii]. The Faculty Advising Addendum, developed in response to faculty and student feedback about the breadth of information that would be supportive of advising, serves to supplement the content of the student handbooks and the formal faculty guidelines at each university. A copy of this handbook was provided to all faculty members at the start of AY2012-13. In addition to academic advising, program faculty oversee students selection of field experience sites and are responsible for monitoring student performance in and satisfaction of competencies. This responsibility primarily is managed by a track Field Experience Coordinator who works with the students to set up, manage, and monitor the field placement experience from design through completion. Faculty advisors are responsible for tracking the academic progress of their advisees, identifying any gaps or concerns relative to progress toward degree, encouraging their students to attend networking events, providing letters of recommendation, and serving as individual references. 4.4.b Description of the program s career counseling services for students in all degree programs. Include an explanation of efforts to tailor services to meet specific needs in the program s student population. Career advising is provided to Oregon MPH Program students at the partner universities through faculty advisors, program faculty, OMPH Program-sponsored workshops, and university advising centers. The Oregon MPH Program uses multiple means, including career advising and career resources, to facilitate the career search process for students. These include: Career Advising: In 2010, in response to alumni feedback, the OMPH Program began offering sponsored career workshops and resume building sessions open to Oregon MPH students and alumni. The formal field experience allows for integration and synthesis of program content and planning for future career directions, with the guidance of a faculty member. Both PSU and OSU provide campus-level career workshops, including group CV guidance, job searching advice, and interview preparation skills. At the Program Office s request, Epi/Bio and PHCHD students may attend these workshops at PSU. A job search handout was developed for the 2010 Student Symposium and subsequently included in New Student Orientation packets. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 217

Career Resources The Oregon MPH Program website maintains a career resource page on which all position announcements received are posted. Announcements also are broadcast on track and program listservs, and in the weekly OMPH Digest [Exhibit 4.4.b.i]. The program invites representatives from local public health agencies and organizations, and in 2012 also a career consultant, to the annual OMPH Program Student Symposium. Further, the symposium consistently includes faculty led luncheon table talks on topics related to career and job searching in public health. The Alumni President created a LinkedIn Oregon MPH Program Alumni Association group to which graduates are invited each year, and on which position announcements are posted. The group currently has 337 members. Alumni are regularly included as keynote speakers and participate on symposium and orientation panels, providing perspectives on the job search process and market. Students are encouraged to attend the annual conferences of the Oregon Public Health Association (of which the OMPH Program is a co-sponsor) and the American Public Health Association, facilitating networking within and contextualizing of the professional landscape. Faculty write letters of recommendation and serve as individual references for students and graduates, as well as helping to make connections from within their own professional networks. The Oregon MPH Program Career Workshops, begun in AY2009-10, have been well received. Because of the nature of the events, attendance was capped and often waitlisted, with the exception of one event that needed to be rescheduled and one overflow session. Career workshop attendance data are presented below. Table 4.4.b.i. Career workshop Dates and Attendance Date Title Attendance 4/23/2010 Career workshop 20 5/14/2010 Career workshop 7 5/11/2012 Career workshop 25 6/22/2012 Career workshop 3 1/25/2013 Private resume building sessions 6 In addition to program-sponsored career support, two of the partner university campuses (OSU and PSU) also provide a variety of job search and career planning resources. Portland State University hosts a career advising center that is available to students and alumni from PSU and OHSU. The center provides access to career seeking and development resources and classes, workshops, and postings of full- and part-time employment. Additional information about the career center at the PSU can be found at http://www.pdx.edu/careers/. As an academic health center, placement for many of the graduates trained at OHSU is focused on advanced training (e.g., residencies, fellowships, and pre-licensure hours). As such, OHSU does not have a formal career center but rather each of its departments provides career advising services to its students and graduates. Oregon MPH Program graduates from both tracks at OHSU are provided career counseling by the academic units in which they are housed. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 218

In addition, as of 2011 an agreement was made with the PSU career center to permit OHSU Oregon MPH students to attend their career planning workshops [Exhibit 4.4.b.ii]. Such workshops include Introduction to Interviewing, Effective Interviewing, and Writing Resumes & Cover Letters. In response to student and alumni feedback and recognizing the difficult employment situation across the country, the Oregon MPH Program expanded career support in AY2009-10 by contracting with an independent consultant who provided career-planning workshops in both Portland and Corvallis. These well-received workshops continue to be offered and have been expanded to include individual consultation. In AY2011-12 a comprehensive Oregon MPH Career Guide was compiled and distributed to faculty advisors and student representatives; it also is available on the OMPH Program Career webpage (http://www.oregonmph.org/content/careers-and-opportunities) [Exhibit 4.4.b.iii]. Feedback from students in response to the career manual indicates that there remains a need to add specific public health career support in addition to that which has thus far been provided. Such feedback will be discussed in greater detail, below. 4.4.c Information about student satisfaction with advising career counseling services Student Survey Results Student satisfaction with advising and counseling across all three partner institutions is primarily assessed via the Oregon MPH Program Student Survey. In the 2010, 2011, and 2012 Student Surveys, advising satisfaction was measured with a total of nine items. Six items addressed advisor accessibility, knowledge of the program and its resources, and quality of career and internship guidance. One item asked how satisfied students were with their advisor s help in selecting a thesis topic; this item only is relevant for the Epidemiology/Biostatistics track. In addition to the items that pertain to quality of advising, in AY2010-11 two additional items were added to the survey to assess the usability and perceived worth of other sources of program information (e.g., student handbooks). The response options for these items were anchored as 1-Strongly Agree through 5-Strongly Disagree. Table 4.4.c.i. presents findings for the past three years. Mean ratings ranged from 2.16 to 2.92, indicating the need for improvement. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 219

Table 4.4.c.i. Oregon MPH Program Student Satisfaction with Advising Statistic Accessibility of your advisor Advisor's knowledge of course choices within track Advisor's knowledge of course choices outside track Advisor as a source of career guidance Advisor guidance in selecting field or internship Overall satisfaction with your advisor Usefulness of the OMPH Student Handbook Consistency of information across multiple sources 2010 N 83 83 83 83 83 83 83 83 Min 1 1 1 1 1 1 1 1 Max 5 5 5 5 5 5 5 5 Mean 2.16 2.33 2.83 2.61 2.92 2.28 2.28 2.76 SD 1.194 1.279 1.305 1.36 1.139 1.213 1.028 1.195 2011 N 114 114 99 97 80 114 113 115 Min 1 1 1 1 1 1 0 0 Max 5 5 5 5 5 5 5 5 Mean 2.01 2.19 2.53 2.48 2.66 2.1 2.27 2.27 SD 1.34 1.323 1.304 1.473 1.423 1.303 0.993 1.41 2012 N 53 52 44 49 39 52 55 55 Min 1 1 1 1 1 1 1 1 Max 5 5 5 5 5 5 5 5 Mean 2.17 2.35 2.84 2.73 2.85 2.37 2.4 2.65 SD 1.267 1.44 1.43 1.483 1.565 1.344 1.18 1.322 Items are ranked on a 5-point Likert scale, with 1 being Very Satisfied and 5 being Very Dissatisfied. Note: The OMPH Student Survey is now administered biennially, and will not occur again until spring 2014. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 220

Accessibility has consistently been the best-rated advising feature, followed by advisor s knowledge of course choices within the track, overall satisfaction with the advisor, and usefulness of the Oregon MPH Program Student Handbook. Although these ratings indicate that mean satisfaction was between 2.0 and 2.5, consistent with most students generally agreeing that the advising was satisfactory, the program had hoped to improve in these areas. Several strategies were initiated at both the program and track levels at the two Portland-area campuses to improve students satisfaction with these aspects of advising. These include: Since 2009, students in the PHCHD track have been given access to and encouraged to use Degree Works. Degree Works is an online tool that allows students to view in what courses they are currently enrolled, those they already have completed, those left to complete, and how these apply toward degree completion. Degree Works also allows students to view any academic petitions they have completed, as well as how are being applied for credit toward the degree [Exhibit 4.4.c.i]. A group advising process was initiated in the Epi/Bio track to support students during their first year of MPH training, which primarily involves coursework and planning for the PHPM504 Graduate Internship. These group meetings are held once each term and are attended by the primary faculty involved in student advising. These sessions also are attended by second year students who come to offer their perspectives and knowledge on courses, the field experience, and the thesis. The beginning of each group advising session is lead by the Program Director and Education Program Manager, who present general issues to the large group. Students then break into small groups with faculty and student peer advisors for continued discussions. This advising process has been found to be efficient for guiding first year students up until the time at which they select a Thesis Advisor/Mentor who matches their particular research interests. The HP Track Coordinator and school Director held a student group listening session in AY2011-12 to gather detail on student advising and program concerns. The results of this session in addition to prior feedback gave rise to several new procedures in recent years including: adding to admissions letters two "packages" of classes from which students should choose for the first term, so that access to 9-month faculty advisors over the summer is not an issue; "setting the course schedule over two years to help make course offerings more predictable; revising content in the Oregon MPH Program Student Handbook to clarify some of the questions raised in the listening session; adding content to the track session at New Student Orientation to establish practices regarding advisor access; posting faculty office hours to the track website; talking with advisors about the importance of responding to student inquiries in shorter timeframes; instituting a faculty advising booster session ; asking students to contact the Track Coordinator as a backup advising contact; developing a new Area of Emphasis advising planning sheet to help with two-year projections and advising sessions; adding detail about the Field Experience at the beginning of program in both handbooks and at New Student Orientation; hiring a designated Field Experience Coordinator and GRA to do all primary field advising; establishing a "PSU email address, only" policy to help prevent student and program emails from getting relegated to junk mail filters; and assigning all dual degree students to designated advisors who specialize in those unique degree options. These track and program efforts have, at very least, helped to sustain student satisfaction with advising in spite of the significant changes introduced by the pending 2014 reorganization of the program, which had been expected to lead to satisfaction ratings trending lower than in previous evaluations. For example, an ANOVA comparing the means and standard deviations of the rating of overall student satisfaction with advising showed no significant differences in the OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 221

ratings from 2010 through 2012 (F=0.9, p=0.39 ns). Although OSU data are included in Table 4.4.c.i., measures of student satisfaction with advising and career counseling services, and plans to address issues specific to OSU each are included in Exhibit 4.4.c.ii.OSU. More problematic areas indicated by the satisfaction survey ratings included advisors knowledge of courses outside the track, and providing career guidance and field placement selection help. Efforts by the program to augment the career advising process were implemented starting in 2010, including adding more specific survey items to better understand problems students were encountering and supporting the career workshops previously described. Table 4.4.c.ii. presents evaluation data from the 2010 and 2012 program-sponsored career workshops. These ratings indicate consistently high levels of satisfaction with the workshops offered. Table 4.4.c.ii. Oregon MPH Program Career Workshop Feedback Survey question 2010 2012 Workshop leader was knowledgeable and organized? Agree 92% Disagree 8% Agree 100% At the end of the workshop you definitely have some new ideas or skills for use in job and career planning? This workshop met your expectations for learning about career/job search? You would recommend this workshop to other students in the Oregon MPH program? Agree 92% Disagree 8% Agree 75% Disagree 25% Agree 77% Disagree 23% Agree 100% Agree 91% Neutral 8% Agree 100% When students were asked about suggestions for improvements, several themes emerged and provided important feedback for future career initiatives. Students requested more specific guidance about jobs in the public health field, more time to network with other students, and inclusion of alumni who could speak to successful job searches in specific areas of public health. 4.4.d Description of the procedures by which students may communicate their concerns to program officials, including information about how these procedures are publicized and about the aggregate number of complaints and or student grievances for each of the last three years. Students have multiple avenues by which to ask questions and voice concerns about the program. First, the OMPH Program website offers extensive contact information at the track and program levels, including options for direct feedback to the Program Office. Second, all Oregon MPH Program students are sent an electronic Annual Student Survey requesting anonymous scaled and open-ended feedback about the program. Third, the student governance structure, involving student representatives from each track and campus, provides channels through which students may send specific ideas for and concerns about the program directly to the Program Director and faculty leadership. Specific concerns about one s experience in the program also can be shared with the Track Coordinator, department Chair, and/or through university channels in the grievance process. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 222

Track and program leadership make every attempt to resolve concerns at the track level. If all efforts at remediation fail within the track or unit, students are directed to the respective institutional grievance process. Descriptions of these processes can be found in: OHSU Complaint Procedure [Exhibit 1.8.a.iii.7], and online at http://www.ohsu.edu/xd/about/services/affirmative-action-and-equalopportunity/policies/upload/equal-opportunity-complaint-procedure.pdf PSU Office of Equity & Compliance Investigative Procedure [Exhibit 1.8.a.iii.8], and online at http://www.pdx.edu/diversity/office-of-equity-compliance Grievance procedures are included in the Oregon MPH Student Handbooks distributed at the New Student Orientation and posted to the program and track websites http://www.oregonmph.org/content/student-handbooks [Exhibit 2.1.b.i]. No formal grievances have been filed from within any of the Oregon MPH Program tracks in the past three years (AY2009-10 through AY2011-12). 4.4.e Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met with commentary. Strengths: The Oregon MPH Program New Student Orientation is held annually in Fall, and each student is provided an OMPH Program Student Handbook to ensure that s/he begins a course of study prepared with the necessary information to be successful. Each student is assigned a faculty advisor in a timely manner, and students are encouraged to regularly meet with their advisors throughout their programs of study. The OMPH Program continues to provide and enhance the career page on the program s website, providing regular job opportunities and career preparation tips. The Oregon MPH Program s Student and Alumni Surveys provide specific evaluation data regarding advising and career counseling, with which the program identifies high priority areas for improvement and continuously monitors satisfaction. Robust efforts have been made at the program level (e.g. New Faculty Advising Addendums; career workshops, career manuals) and at the Track level (e.g. Degree Works, group advising, listening sessions ) to address specific student advising concerns. Weaknesses: Student survey responses indicate that, despite many program and track innovations to address advising problems and concerns, there are still important opportunities for improvement in services and resources. Although career workshops were rated positively, relatively few students participated. The reasons for this were a combination of enrollment limits for workshops, along with budgetary limits on the number of workshops that could be offered. Efforts need to be made to supplement these limited offerings at the program level. Plans: Continue to offer program-sponsored career workshops, with greater tailoring to job searches within the field of public health. Increase capacity at career trainings to meet student demand. Expand program website forecasting of course offerings from core courses, only, to all required track courses and electives. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 223